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1.
Introduction
...4
2.
Context and Justification/Contextualización y Justificación.
...4
2.1.
Curricular Links...4
2.1.1. School Project...4
2.1.2. ESO Framework (compulsory secondary studies, ages 12-16)...4
2.1.3. PE curriculum link...5
2.2.
Student’s overall profile...8
3.
Learning Objectives /Objetivos de aprendizaje
...9
4.
Contents/Contenidos
...10
A. Physical Education Contents (C)...10
4.1. Knowledge (Concepts and facts)...10
4.2. Processes...10
4.3. Attitudes, Habits and Values...10
B. Language Contents (L)...11
5.
Tasks/ Actividades de enseñanza-aprendizaje.
...12
5.1. Introductory-Motivational-Diagnosis Activities...12
5.2. Core tasks...12
5.3.
Summing up tasks...12
5.4.
Reinforcement tasks...12
5.5.
Enriched tasks...13
5.6.
Assessment & Evaluation tasks...13
5.7
SESSIONS MAP:
GETTING FIT
...14
6.
Differentiated Instruction/Atención a la diversidad.
...17
7.
Methodology and teaching strategies/Planteamiento didáctico
...19
7.1.
CLIL
Teaching strategies...19
1. Presenting new concepts and skills...19
2. Helping students with vocabulary...19
3. Strategies for supporting reading...19
4. Strategies for supporting listening...19
5. Strategies for supporting writing...19
6. Strategies for supporting student talk...19
7.2.
Scaffolding/Estrategia de enseñanza progresiva...20
7.3.
Teacher’s role/Papel del professor/a...21
7.4.
Running the session/Aspectos organizativos...21
7.5.
Methods of guidance and types of practice...21
8.
Resources/Recursos.
...23
8.1.
Facilities, equipment and materials...23
8.2.
ICT...23
9.
Assessment/Evaluación.
...24
9.1.
What do we assess?...24
9.1.1. Assessment of learning...24
9.1.2. Assessment of Teaching...25
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9.3.
When do we assess?...26
9.3.1. Initial Assessment...26
9.3.2. Assessment FOR Learning, ongoing assessment or formative assessment 26 9.3.3. Assessment OF Learning, summative assessment...26
9.4.
Scoring...27
9.5.
Recovering the Unit credit...28
10.
Key Competencies/Competencias básicas
...29
10.1. Assessment of Key Competencies...30
11.
Cross curricular work/Coordinación interdisciplinar
...31
12.
SUMMARY OF UNIT COMPONENTS
...32
o
SOURCES...35
o
Annex I Teacher’s documents...36
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1.Introduction
The present work is the second unit plan of the project: Unidades Didácticas de Educación Física en Inglés para la ESO. The project has been funded by the Department of Education of Navarra.
The aim of the project is to provide an example of two integrated unit plans as well as resources for PE teachers involved in a CLIL program at secondary level.
Although the CLIL perspective is common to both units, in Keeping Fit we go a step further in terms of fitness and language challenges for 4º ESO students. Besides the increased demands of the PE framework, English language allows and requires a different language approach from the one proposed in the first courses of ESO.
Thus, we expect pupils keep their fitness habits, building autonomous learning skills and language proficiency. The Keeping Fit unit also contributes to consolidate the key competencies.
2. Context and Justification/Contextualización y Justificación.
2.1. Curricular Links
2.1.1. School Project.
There’re four secondary schools involved in this project. All of them are public schools in Navarra and they include PE in their bilingual projects.
These school projects are described in the previous unit plan Getting Fit. We only point out some particular features affecting this unit.
The CLIL model in PE provides medium-high1 exposure environments to English. The
switching code is “spontaneous” 2, meaning that L1 is occasionally used by students or teacher
when communication in English jeopardizes the completion of the learning tasks. The class group is comprised of teens that split, to attend other classes, in different groups depending on what subjects the students signed in. All 4th of ESO scholars who participate in the CLIL program come
together as a group for the PE sessions.
2.1.2. ESO Framework (compulsory secondary studies, ages 12-16).
1) Exposure to English (arbitrary scale):
a) Low: se da menos del 70% del contenido curricular en inglés
b) Medium: se da entre el 70% y el 90% del contenido curricular en inglés c) High: se da más del 90% del contenido curricular en inglés
2) Switching code L1/english
a) “Non”. No se da alternancia en el uso de L1 e inglés. Profesor y alumnado siempre hablan en inglés.
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The unit plan contributes to achieving the ESO learning goals, as well as the cross curricular key competencies described in the ESO framework. As the School Curricular Project varies among schools, we propose the learning expectations of the official framework for ESO studies. (Decreto Foral 25/2007) The standards closely related to this unit are:
i) Comprender y expresarse en una o más lenguas extranjeras de manera apropiada.
l) Conocer y aceptar el funcionamiento del propio cuerpo y el de los otros, respetar las diferencias, afianzar los hábitos de cuidado y salud corporales e incorporar la educación física y la práctica del deporte para favorecer el desarrollo personal y social. Conocer y valorar la dimensión humana de la sexualidad en toda su diversidad. Valorar críticamente los hábitos sociales relacionados con la salud, el consumo, el cuidado de los seres vivos y el medio ambiente, contribuyendo a su conservación y mejora.
j) Conocer, valorar y respetar los aspectos básicos de la cultura y la historia propias y de los demás, así como el patrimonio artístico y cultural.
The key competencies link is described later on (see point 10).
2.1.3. PE curriculum link
The Keeping Fit unit especially focuses on the following PE standards for ESO (policy Decreto Foral 25/2007):
4. Conocer los rasgos que definen una actividad física saludable y los efectos beneficiosos que ésta tiene para la salud individual y colectiva.
The unit offers two different ways leading to the “why?” “what?” “how?” “when?” of health and fitness: either by attending to PE sessions or by surfing the PE blog links. Within these two areas of performance, different learning skills ease the path to the unit concepts: exercising, manipulating, watching, talking, reading, listening, and writing.
5. Valorar la práctica habitual y sistemática de actividades físicas como medio para mejorar las condiciones de salud y calidad de vida.
The update of the workout tracking sheet allows students to check the training sessions in and out of school hours. They receive guidelines about how to plan regular exercise for healthy purposes. They also have access to information relating to the physiological effects of training.
6. Realizar tareas dirigidas al incremento de las posibilidades de rendimiento motor, a la mejora de la condición física para la salud y al perfeccionamiento de las funciones de ajuste, dominio y control corporal, participando activamente y adoptando una actitud de autoexigencia en su ejecución.
Student and teacher agree on what fitness component he/she should work on: aerobic endurance, muscular endurance or flexibility. At 4th of ESO, the fitness unit is based on different
training methods to improve the fitness level.
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The Personal Fitness Plan is designed and applied by the students once they’re familiar with training concepts and they know the fitness tests outcome.
8. Mostrar habilidades y actitudes sociales de respeto, trabajo en equipo y deportividad en la realización de actividades, juegos y deportes, independientemente de las diferencias culturales, sociales, personales o de habilidad.
There’re different scenarios where students can develop their social competencies: warm ups, group project, session tasks, etc. These activities and the class environment enhance teamwork skills, respect towards classmates, autonomous practice, etc.
10. Expresar y comprender textos y mensajes (orales, escritos, corporales y audiovisuales) relacionados con la actividad físico-deportiva, empleando vocabulario específico y conceptos fundamentales del área. (en Inglés)
Students are continuously exposed to English. Oral communication is in English, texts are in English or bilingual (Spanish/English), students report in English, etc. Having said this, we understand that some language accommodations are needed (key words, repeating, bilingual websites, demonstrations, visuals, etc)
11. Adoptar una actitud crítica ante el tratamiento del cuerpo, la actividad física y el deporte en el contexto social.
The fitness world doesn’t always lead to wellness. What are the risks of extreme practices? What’s the mass media connection?
12. Utilizar la biblioteca escolar, las tecnologías de la información y la comunicación para fundamentar y orientar trabajos sobre temas propios del área y como instrumentos para aprender y compartir conocimientos.
There’re one ICT project. Besides, some tasks require getting information from internet sources such as the PE blog, filling out forms or participating in an online poll.
The present unit is clearly located within the Fitness and Lifetime wellness. The contents of the PE framework specially developed by this unit within the Fitness and Lifetime Wellness in 4th of
ESO curriculum are:
Sistemas de entrenamiento de las cualidades físicas, en especial de las relacionadas con la salud: resistencia aeróbica, flexibilidad y fuerza resistencia
Efectos del trabajo de resistencia aeróbica, de flexibilidad y de fuerza-resistencia sobre el estado de salud: efectos beneficiosos, riesgos y prevención
Aplicación de los métodos de entrenamiento de la resistencia aeróbica, de la flexibilidad y de la fuerza resistencia.
Elaboración y puesta en práctica de un plan de trabajo de una de las cualidades físicas relacionadas con la salud.
Toma de conciencia de la propia condición física y predisposición para mejorarla.
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Besides the above specific contents, students will also work on:
The achievement standards that are closely related to the unit are the following (policy Decreto Foral 25/2007, 4th of ESO):
1. Analizar los efectos beneficiosos y de prevención que el trabajo regular de resistencia
aeróbica, de flexibilidad y de fuerza-resistencia suponen para la salud.
The pupils recognize the influence of regular exercise on illness prevention as well as the connection between proper training and wellness.
3.
Diseñar y llevar a cabo un plan de trabajo de una cualidad física relacionada con lasalud, incrementando su propio nivel inicial, a partir del conocimiento de sistemas y métodos de entrenamiento.
The students can design and apply a plan to workout one of the health-related fitness components. They demonstrate an improvement at the end of the fitness plan.
5. Manifestar una actitud crítica ante las prácticas y valoraciones que se hacen del deporte y del cuerpo a través de los diferentes medios de comunicación.
They analyze the influence of the mass media in the perception of body image and the health consequences of over exercising.
7. Expresar y comprender textos y mensajes (orales, escritos, corporales y audiovisuales) relacionados con la actividad físico-deportiva, empleando vocabulario específico y conceptos fundamentales del área.(in English)
The language approach is dealt with detail in other sections of this paper. The particular features of the CLIL unit make us pay close attention to this achievement standard.
The unit achievements are descriptors of the above achievement standards.
Keeping Fit is usually applied at the very first stages of the school year (1st term). It is closely
related to other units such as “Specific warm up”, “Relaxation methods” and “Sports First Aid”.
After health and fitness units, the PE programme often deals with other type of contents such as, sports, dances, juggling, etc. Anyhow, each PE department involved in this project designs the units sequence according to its needs and resources.
There’re twelve sessions dedicated, 55 minutes long each one.
Cooperación en las funciones atribuidas dentro de una labor de equipo para la consecución de objetivos comunes.
Adquisición de las destrezas lingüísticas (in English) necesarias para el aprendizaje del área: comprensión de textos escritos y orales, conocimiento del vocabulario específico, uso correcto de la expresión oral y escrita, etc.
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2.2. Student’s overall profile
According to the data shown in the first unit of this paper, we can say that 4th grade students in
bilingual groups L1/English demonstrate an estimated average English level of B1+ (CEFR scale grading). That is to say,
Can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc. Can deal with most situations likely to arise whilst travelling in an area where the language is spoken. Can produce simple connected text on topics which are familiar or of personal interest. Can describe experiences and events, dreams, hopes & ambitions and briefly give reasons and explanations for opinions and plans.
All 4th of ESO bilingual groups have at least three years experience in CLIL environments.
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3. Learning Objectives /Objetivos de aprendizaje
The subject learning objectives are closely related to the PE standards for 4th grade of ESO.
Language objectives are considered a means of achieving the content learning objectives. The English language teacher and the PE teacher collaborate to help students achieve the language objectives so that they can keep up with the language demands. The language objectives cover: the language for learning, the language through learning and the language of learning framework components (Coral, J, 2010, see AICLE Components chart).
CONTENT LANGUAGE
1.
Identify what are the physiological effects of training the fitness components (health-related).
Describe the
physiological
adaptations due to
different training
methods.
2.
Recognize the consequences of extreme fitness practices on health, linking this issue to mass media messages.
Explain how mass media and extreme fitness practices are linked 3. Design and apply a fitness plan according to
one’s needs and interests
Report a fitness plan
4. Improve the performance in the chosen* fitnesscomponent Evaluate the fitness level
5.
Participate in fitness related tasks, demonstrating proactive attitude, autonomous work rate, courtesy, striving spirit, and care for equipment and facilities.
Make an effort to communicate in English with peers and teacher using the appropriate terms to the class scenario
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4. Contents/Contenidos
A. Physical Education Contents (C)
Essential Contents
4.1. Knowledge (Concepts and facts)
4.2. Processes
4.3. Attitudes, Habits and Values
1. Fitness and health concepts revision
2. Training principles (S.P.O.R.T.) and methods to improve the fitness components for health: aerobic endurance, flexibility and strength
3. Physiological effects of exercising, health consequences of over exercising, body image and mass media implication
4. Cardio plan:
4.1. Continuous or interval methods? 4.1. Heart Rate Target Zones
4.1. My plan
5. Muscular Endurance Plan 5.1. Circuit Training
5.1. Bodyweight exercises and light weight exercises 5.1. My plan
6. Flexibility Plan
6.1. Stretching methods: Static Active, Static Passive, Dynamic, Ballistic, FNP and Pilates method
6.1. My Plan (Beginner Pilates Plan)
7. Fitness testing: why? what for? validity and reliability, weaknesses.
1. Analysis of different training methods
2. Planning the personal fitness activities
3. Participation in different activities which enhance the improvement of the chosen health-related fitness component, in and out of school hours.
4. Completion of autonomous and specific warm ups and other hygienic precautions
5. Use of ITC for different purposes: initial questionnaire, getting information, completing projects, etc
6. Application of fitness tests: 1 Mile Run Test and Sit and Reach Test, Curl Up test
7. Group project and its presentation in public
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Enriched Contents
The ongoing assessment can reveal that certain individuals have already achieved some essential objectives. The Keeping Fit unit challenges students in different fields. There might be contents which present a deeper insight of fitness concepts or some fitness activities that counteract the tedium of the training methods.
o Fitness activities:
a. Aerobic Endurance: Cardioboxing, spinning (if equipment is available)
b. Strength: Stage training, Explosive methods at beginner level c. Flexibility: Yoga, Pilates Fitness Ball exercises
o Do you want to know more?. The blok link “Do you want to know more?” lays the opportunity to search for advanced skills and concepts about training, physiological effects of exercising, and English grammar.
This content is addressed to students who are willing to go further in knowing fitness facts and they’re comfortable using internet for learning purposes.
B. Language Contents
12 1. A willingness to care for their own well being, demonstrating striving spirit when
working out.
2. Proactive attitude to accomplish the fitness plan: readiness for the PE sessions, anticipating needs, etc.
3. Critical thinking on fitness extreme conducts and the mass media connection: body image, over exercising.
4. Open mind and team working skills in the group project, courtesy and empathy when managing spaces and equipment.
5. Valuing hygienic habits such as: wash or shower at the end of the session, warm up and cool down activities, sport wear, and care for the equipment and facilities.
L.1.The language products that students use to describe explain, evaluate and drawing conclusions about their fitness workouts. Presentation of new concepts in public: group project.
L.2. Vocabulary for lectures and internet search activities: see the Key Terms and the Class Vocabulary Log in the Blog site (click on Unit Introduction post).
L.3. Terms for the fitness plan: set, reps, rest time, length, distance, intensity, load, names of exercises, etc
L.4. Analysis of tests results and graphs L.5. Use of English in physical activities:
o Recap of fitness basic terms (fitness components, posture, target heart rate, bodyweight exercises, etc)
o Specific communication skills:
o Vocabulary of new equipment, facilities and physical exercises (specific to the health component chosen by the student)
o Communication with peers in PE sessions: asking for equipment or space, cooperating in common tasks, helping with the running of the session.
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5.
Tasks/ Actividades de enseñanza-aprendizaje.
5.1. Introductory-Motivational-Diagnosis Activities.
5.1.1. Language awareness activity: specific vocabulary and language structures students will be using throughout the unit.
5.1.2. Teacher’s introductory speech. Unit expectations, number of sessions planned, activities and assessment/evaluation.
5.1.3. Video about Fitness Myths. http://www.youtube.com/watch?v=hfLaVp3Br80 (also available in memory disk) Length: 2’47’’
5.1.4. 1 Mile Run Test, Sit and Reach Test and Curl Up test (see Annex I). Diagnostic tools to evaluate students’ initial aerobic endurance, flexibility and muscular endurance levels. Ask students to record the data in the portfolio, calculate the score.
5.1.5. Initial Questionnaire (to fill out online before the first unit session takes place)
5.2. Core tasks
5.2.1. Teacher’s lectures and presentation 5.2.2. Over exercising and mass media project
5.2.3. Personal Fitness Plan (To apply in and out of school hours, designed according to the initial tests)
5.2.4. Jogging or Tempo training, Fartlek, Interval Training activities 5.2.5. Stretching exercises (see Annex 2)
oDynamic (active) stretches
oStatic Stretches (active and passive).
oFNP
oPilates method (Individual flexibility & posture plan) 5.2.6. Circuit Training
oCircuit Training: Exercising bodyweight and light weights exercises (see Annex 2): 1 x 10 (picked from the listed exercises) x 20’’ (rec 15’’)
oCircuits to complete in and out of school hours (Personal Fitness Plan) 5.2.7. Hygienic tasks: shower or wash, sport wear
5.2.8. Visits to the P.E Bilingual Blog
oInitial questionnaire
oClass vocabulary log
oEnglish leader poll
oForthcoming events
oDo you want to know more? 5.2.9. Students’ portfolio tasks:
oPersonal Fitness Plan
oWorkout tracking sheet and learning reflections
oPersonal Vocabulary Log
5.2.10. Warm up. Students perform warm ups in small groups. Each session one group member takes it turns to lead it.
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5.4. Reinforcement tasks
5.4.1.
Concepts recap at the beginning of the sessions5.4.2.
Fitness component day. Every now and then the teacher will focus on one fitness component, supporting students who don’t reach the health standards in the fitness test with tips, exercise ideas, out of school hours, habits, etc.5.5. Enriched tasks
5.5.1.
Aerobic Endurance: Cardio-boxing, spinning (if equipment is available), rope jumping. Strength: Stage training, Medicine ball throwings, Plyometrics. Flexibility: Yoga, Pilates Fitness Ball exercises5.5.2.
Visits to the blog link: “Do you want to know more?” (PE bilingual Blog)5.6. Assessment & Evaluation tasks
5.6.1.
Observation of students’ use of English in PE sessions (see Annex 1)5.6.2.
1 Mile Run Test5.6.3.
Sit and Reach Test5.6.4.
Self-assessment when exercising (heart rate, pace, reps, technique ..)5.6.5.
Peer assessment tasks: power point presentation, posture in Pilates routines or bodyweight exercises, use of English (English Leader Poll, language observer).5.6.6.
Portfolio hand-in5.6.7.
Multiple Choice test5.6.8.
Tracking student’s learning of concepts (questing)5.6.9.
Observation of students’ learning processes, habits and attitudes (Teacher’s journal)5.6.10.
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5.7 SESSIONS MAP:
GETTING FIT
SESSIONS TYPE GR ACTIVITY CL CM CAA CIP CTI CCM CSC
SESSION 1 Date:
INT BGR Unit Introduction 15’(initial questionnaire, unit profile, video)
CO
EO HST RT TITI IECC DC DE EM CC HS COR SGR Warm up 5’
INT IND Sit and Reach Test 25’ COR BGR Comments 2’
COR IND Wash 5’
SESSION 2 Date:
INT BGR Session Introduction 6’
CO EO PT PT
OP HST RT IECC
DC DE EM CC HS COR SMG Warm up A 5’
INT BGR Curl Up Test 12’ (see Annex 1) INT BGR 1 Mile Run 12’
COR BGR Cool Down and Comments 2’ COR IND Wash 5’
SESSION 3 Date:
COR BGR Session Introduction 4’
CO EO CT LE PT PT NT PT PT
RT PE PE PE PI PI BI PI OI AC CC DC DE EM CC HS COR BGR Health and Training methods (presentation) 20’
COR BGR Description of ITC Projects: Over Exercising, body image and Mass Media project 10’
COR SGR Portfolio tasks: Personal Fitness Plan (fitness component agreement), vocabulary log, workout tracking sheet and reflections log, 15’
COR BGR Comments and questions 5’
SESSION 4 Date:
COR BGR Session Introduction 4’ Continuous training methods 3’ CO EO CT CT PT PT OP HS T NTNT PT PT
RT PE PE PI PI BI BI PI PI OI OI IE EX CC CC DC DE EM CC HS COR SGR Jogging 5’ at 70% of the MHR, Fartlek ( 8’ comprised of : 2’ at 60% of MHR-1’ at 85% of the MHR) Total Training 8’ on a set up track
COR BGR-PAR Static Stretching –active and passive methods- 10’ COR BGR Comments 2’
SESSION 5 Date:
COR BGR Session Introduction 4’ Non-continuous training methods 2’
CO EO CT CT PT PT OP HS T PTPT NTNT RT PI PI PI PE PE BI BI PI PI OI OI IE EX CC CC DC DE EM CC HS COR SGR Warm up 7’ Lead by the teacher. Dynamic (active) stretching method
COR SGR Circuit Training 1 x 10 stations x 20’’ (Rec: 15’’) 15’
COR BGR Interval Training 1x 10 reps x ( GA: 70 m –GB: 90 m – GC: 100 m ) 11’ COR BGR Cool Down (FNP stretches) and comments 2’
COR IND Wash 5’ SESSION 6
Date:
COR BGR Session Introduction 4’ CO
EO CT CT OP HS T PTPT RT PI PI PI BI BI PI PI OI OI IE EX CC CC DC DE EM COR SGR Warm up 7’
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PT
PT NTNT PEPE CC
HS COR BGR Cool Down and comments 2’
COR IND Wash 5’
SESSION 7 Date:
COR BGR Session Introduction 4’ CO
EO CT CT CT PT PT OP HS T PTPT NTNT RT PI PI PI PE PE BI BI PI PI OI OI RI RI IE EX CC CC DC DE EM CC HS COR SGR Warm up 7’
COR IND Individual Plan, Session 2 COR BGR Cool Down and comments 2’ COR IND Wash 5’
SESSION 8 Date:
COR BGR Session Introduction 4’ CO
EO CT CT CT PT PT OP HS T PTPT NTNT RT PI PI PI PE PE BI BI PI PI OI OI RI RI IE EX CC CC DC DE EM CC HS COR SGR Warm up 7’
COR IND Individual Plan, Session 3 COR BGR Cool Down and comments 2’ COR BGR Wash 5’
SESSION 9 Date:
COR BGR Session Introduction 4’
CO EO CT CT PT PT OP HS T PTPT NTNT RT PI PI PI PE PE RI
RI IEEX CC CC DC DE EM CC HS COR SGR Warm up 7’
COR-ENR IND
Individual Plan, Session 4 (students demonstrating achievement of standards can take enriched contents relating to the fitness component worked till now)
COR BGR Cool Down and comments 2’ COR IND Wash 5’
SESSION 10 Date:
COR BGR Session Introduction 4’(Power Point presentation hand-in deadline)
CO EO CT CT CT PT PT OP HS T PTPT NTNT RT PI PI PI PE PE BI
BI IEEX CC CC DC DE EM CC HS COR SGR Warm up 7’
COR-ENR IND
Individual Plan, Session 5 (students demonstrating achievement of standards can take enriched contents relating to the fitness component worked till now)
COR BGR Cool Down and comments 2’ COR IND Wash 5’
SESSION 11 Date:
SUM BGR Session Introduction 4’ CO
EO CT CT CT PT PT OP NT PTPT RT PE PI PI TI AC CC CC DC DE EM CC HS EVA BGR Multiple Choice Test 8’
EVA SGR Power Point Presentation 5’ each group
SUM BGR Comments 5’
SESSION 12 Date:
SUM BGR Introduction and Portfolio Hand-in 4’ CO
EO CT OP HS T RT PI PI PI EX CC DC DE EM EVA SMG Warm up 7’
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CC HS SUM BGR Cool Down and Comments 10’
COR IND Wash 5’
The session introductions or warm ups might also be considered as INT (introductory task). The classification of the tasks takes into account the whole unit completion. Thus, warm ups are considered as COR (core tasks) because they develop the hygienic habit of warming up before starting a vigorous activity. Same thing is applied to cool downs and session introductions. Whether they are classified as SUM or CORE tasks depends on the plan reference (session or unit)
C LINGÜÍSTICA C TTI - DIGITAL C APREND A APREND C INICIATIVA PERS CO Comprens. Oral BI Búsqueda I PT Planific. del trabajo RT Realizac Tareas
EO Expresión Oral PI Procesamiento I T Técnicas PI Proyectos indiv.
CT Compr. Textos OI Organizac. I HS Hábitos Saludables PE Proyectos Equipo
PT Producc. Textos RI Sínt,-Represent. I NT Uso NNTT
LE Lectura personal TI Transmisión I BI Uso Biblioteca
C SOCIAL-CIUDAD. C MATEMATICA C CONOC. MEDIO C CULTURAL -ARTÍST. DC Dimens. Cognit. OP Operatoria IE Indagac-Explorac. PC Percepción Crítica
DE D. Emocional CP Plant. / Compr. Probl. EX Experimentación AT Adquisic. Técnicas
HS Habilid. Sociales DP Discusión de Probl. AC Análisis Crítico PR Producción
EM D. Ética-Moral RP Resolución de Probl. TC Técnica y Tecnol. CR Creatividad
CC
D. Cívico-cultural EP Explicación Problemas CC Cultura Científica CA Cultura Artística
TYPE GROUPING
INT Introductory and D BGR Big group
COR Core SGR Small group
ENR Enriched Tasks PAR Pairs
SUM Summing up IND Individual
EVA Evaluation
CLASS OUT OF SCHOOL HOURS
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6.
Differentiated Instruction/Atención a la diversidad.
In this unit we take a close look at needs relating: fitness level, sports background, gender and special needs if detected.
Our experience reveals that students of bilingual groups show different learning styles, interests and competencies. As this unit is a tool to apply in different groups/schools, we can’t propose any particular differentiated instruction. The unit itself is designed so that the PE teacher can respond to various learning/teaching scenarios:
o The Personal Fitness Plan. The students design and apply their own fitness plan. If the initial tests reveal results within the fitness zone for aerobic endurance, flexibility and muscular endurance, the fitness component to workout will be picked by the student. If not, the personal plan will relate to the fitness test which he/she got a poor mark at. For instance, Carlos’s tests results were in the healthy zone. He chose the cardio plan because he liked running. Alberto’s Sit and Reach outcome was below the healthy zone. The flexibility plan was mandatory for him.
o Concept learning. The approach to the unit concepts is facilitated by a variety of activities/strategies: practising session activities, completing home assignments, searching for information in the internet blog, single, pairs or small group formations, etc.
o Assessment of learning. There’re different procedures and tools to measure the teaching/learning process (12 different items in the scoring chart). Thus, students demonstrate in different ways what they’ve learnt. The scoring of the fitness tests is based on both the improvement from the initial test and the achievement of the healthy zone in fitness test outcome.
o Language learning. Depending on what individual needs are detected, the language support will be one type or the other. For instance, if we check that a student can’t understand the instructions, the teacher can:
o ask him/her to stay close by for class meetings
o repeat the instruction
o slow down the speed of the speech
o let a class mate clarify him/her what’s going on.
We try to provide a learning environment that prompts:
o All students are challenged. The session tasks show different ways to achieve the unit learning objectives and complete meaningful physical activities.
o Every student must be involved in the session no matter what his/her physical and language skills are.
o Assessment is also differentiated according to the students’ needs.
There might be students who are sick or injured and they can’t take the practice for one or more sessions. Depending on what they are able to do, the teacher may suggest alternative tasks for them:
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o Help other students when necessaryo Cooperate with the set up or bringing the equipment in
o Work on his/her PE portfolio or assignments
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7.
Methodology and teaching strategies/Planteamiento didáctico
The CLIL methodology is the basis of the teaching strategies. These CLIL strategies are all the same applied throughout the ESO P.E. courses. In Keeping Fit though, we consider there’re some key strategies. Besides, the PE specific methodology (aiming at autonomous learning processes) and the students’ experience in this type of content and CLIL environments make us choose the following teaching strategies.
7.1. CLIL Teaching strategies
1. Presenting new concepts and skills1.1. Ask questions
1.2. Use visuals: photos, videos, drawings, maps, graphs, etc. 1.3. Use body language, demonstrations and a clear set up. 2. Helping students with vocabulary
2.1. Increasing students’ vocabulary: PE specific and vocabulary important for the students
2.2. Recording new words: vocabulary log in the portfolio, blog English update, “Do You want to know more?”
2.3. Using vocabulary in reading, listening, speaking and writing activities.
3. Strategies for supporting reading. The blog site provides different texts students go through.
4. Strategies for supporting listening (accommodated from Capel, S, Chapter 5)
4.1. Teacher’s Voice. Pitch, speed, pause, stress, volume, enunciation will ensure that no words or teaching points are missed.
4.2. Gather the students in front of you for a long talk
4.3. If you have to talk to a scattered class, check first that students are quiet and attentive
4.4. Gestures and practical examples to introduce PE specific terminology. 4.5. Reinforce the learning by asking questions or repetitions.
5. Strategies for supporting writing. Students reflect and write about what they have learnt during the last week.
6. Strategies for supporting student talk.
The chances the students have to talk with each other are fewer than in other units. The completion of their own fitness plan reduces the number of scenarios where students could interact. Anyhow, we still propose some measures to prompt students’ talk in English. (accommodated from the article Supporting Languages).
6.1. Forms of interaction
(…) In the small group or in pairs, students will often talk much more, especially when they are working with people they feel comfortable with. But the natural language for them to use is their first language, if they share one.
Small grouping takes place in tasks such as warm ups and group project. They might get together in order to apply their own fitness plan , as long as they train the same fitness component and complete differentiated fitness tasks.
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We’ve already stated what our point of view is about the switching code in PE sessions. We just want to add that at 4th of ESO students should feel compelled to use English in all
situations (emergencies is the exception). They enjoy better language resources, they’re familiar with the CLIL session procedures and working style, and the rewards are still there for those students who make a plausible effort to communicate in English. To facilitate the use of English we keep on…
a) Providing support
At the beginning of the session, students see on the gym board:
o A question about previous contents
o A question about what’s up in the session
o Session plan
o Key vocabulary and sentences
b) Agreeing ground rules
o Switching code rule (see 6.2)
o Use new vocabulary and phrases and get extra points
o The elected English leader will be granted the maximum score in the “Rubric of English use in P.E. classes”.
c) Group composition
As we saw in chapter 1, grouping is a key to help students talk in English. Thus, we’ll try to:
o make students feel comfortable at using their English with their peers.
o scatter the “English” leaders in different groups.
o set up two different types of grouping in each PE session. 6.3. Reporting
The groups will report the project “Over Exercising, Body Image and Mass Media” in English. They tend to use L1 when working together. The fact that they need to present it in English can force them to talk in English while they’re preparing the presentation.
7.2. Scaffolding/Estrategia de enseñanza progresiva
We suggest the same scaffolding strategies that we proposed for Getting Fit. Depending on the characteristics of each class group, there might be subtle scaffolding features to take into account (compare to the first PE courses in ESO):
a faster progression pace
fewer language accommodations from the very beginning
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Besides the normal role of PE teachers, the PE teacher who participates in a CLIL course will face other challenges:
o Planning content and language integrated in fitness sessions
o Adapting texts and materials about fitness, being these materials age and level appropriated
o Organizing the session components in way that ensures comprehensible input
o Engaging students in using and improving their English.
o Prompting students’ participation in extracurricular fitness or sport programs
7.4. Running the session/Aspectos organizativos
Management of time and spaces
The goal of class management is getting effective instruction. Regarding management, we aim at keeping students physically active. Thus, we consider the following session schedule for a regular (gym) 55 minutes session:
Out of 55
minutes… Activities Space
5’ changing clothes time included)To get started (travelling and Travelling route and lockers
4’ session and reinforce concepts andTo check attendance, introduce the skills
A previously agreed location in the gym or playing ground (whiteboard should be available
nearby)
7’ To warm up Gym or Playing ground
32’ To develop core activities
Gym or Playing Ground having the students at ear range (if
possible)
2’ To cool down and review concepts
and skills
A previously agreed location in the gym or playing ground (board should be available
nearby)
5’
To wash and change clothes (students who wish to have a shower go 5’ earlier to the changing
room)
Lockers
7.5. Methods of guidance and types of practice
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The methods of guidance when reviewing aspects of the aerobic endurance are verbal and visual. Flexibility and strength contents are mainly conducted by a combination of visual, verbal and mechanical methods.
Students usually complete “Whole practice” because most of the activities imply simple skills (running, stretches, bodyweight exercises). There’s no need in breaking down the moves.
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8.
Resources/Recursos.
8.1. Facilities, equipment and materials
o Gym
o School Yard
o ICT Classroom
o Heart Rate Monitors (at least three)
o Stop Watches
o Cones
o Medicine Balls (enriched tasks only)
o Benches
o Gym white board
o Hands-out
o Students’ Portfolio
o Teacher’s journal book
o Sit and Reach Box
o Curl Up test bands
o Curl Up test pacer audio
o Laptop
o Fitness Balls
o Light weight dumbbells
o Mats
o Forms
o Access to a computer and internet connection
8.2. ICT (Internet and Communication Technologies)
o PC and Internet connection
o P.E. Bilingual Blog: http://bilingualpe4blog.blogspot.com/ and the embedded websites.
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9. Assessment/Evaluación.
According to the CLIL profile received from the PE departments involved in this project, the average English level and the experience of students in CLIL programs is broad enough to assess concept learning in English.
The assessment of concept learning in the Getting Fit unit is covered by:
A multiple choice test. Students demonstrate their knowledge of the unit concepts. The questions are in English and the teacher might clarify any term if necessary. Students’ English proficiency shouldn’t be an obstacle.
Portfolio. Besides the assessment of content, the teacher supervises the grammar, vocabulary, spelling, and writing resources that the students display in different sections of the portfolio. Feed-back is provided.
Questing/answering, comments, etc. The ongoing assessment of concept learning is also carried out in English (with some exceptions).
Thus, we suggest an integrated assessment of content and English language.
9.1. What do we assess?
9.1.1. Assessment of learning
C. Assessment of Content
The following criteria are specific descriptors of the PE achievement standards for 4th of ESO
9.C.1. Understands the S.P.O.R.T. principles and how different training methods and work loads influence the long term adaptations to exercise, connecting them to a particular fitness component and sport performance.
9.C.2. Links “over exercising” and “body image” to mass media and health.
9.C.3. Takes fitness tests, locates results in or out of the healthy zone, improves (maintains) his/her own latest records and understands basic testing concepts (reliability, validity)
9.C.4. Applies his/her personal fitness plan, in and out of school hours. 9.C.5. Demonstrates ICT (Internet and Communication Technologies) skills
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L. Assessment of Language
The CLIL methodology proposes that both subject content and English learning should be assessed. We suggest the following language achievements for the Keeping Fit unit:
Assessment of the key competencies
The assessment of the key competencies is described in point 10.
9.1.2. Assessment of Teaching
Is the unit plan level appropriated? Does it meet the students’ interests? How did I present the activities? These are some questions that may prompt the improvement of the teaching processes. The running of the sessions show some indicators: the set up, the pace of the activities, the accomplishment of the tasks scheduled, students’ questions, achievement of learning objectives, etc.
This is a rubric students fill out as means of providing anonymous feed back for teaching purposes. It’s advisable to assist students the first times they read the rubric. Pupils may click on the blog link to fill it out online: http://spreadsheets.google.com/viewform?
hl=en&formkey=dFp2Z2dLVEl6TepCdWF3VlpxTFhfVmc6MQ
9.2 How do we assess?
Procedures and tools. See detailed description of tests protocols and tools in Annex 1.
Assessment tasks Tools
The workout tracking sheet and learning reflections Portfolio (see Blog)
Observation of
Attendance
Teacher’s journal Sport Wear
Work rate
Fitness Achievements Wash or Shower
Attitudes (proactive, striving
9.L.1. Identifies the benefits of exercising when applying the S.P.O.R.T. principles to the training methods.
9.L.2. Analyses the health risks of over exercising and the body image obsession, and the mass media role.
9.L.3. Can keep up with the pace of the class, obtaining a satisfactory grade in the “Rubric of English use in the P.E. classes” (see Annex)
9.L.4. Reports, in public, the group project and writes the weekly learning reflections
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spirit, courtesy, cooperation, team working skills, critical thinking)
Care of facilities, equipment and materials
Use of English/L1 Rubric of English use in the
P.E. classes (see Annex) and class Vocabulary Log
Assessment Tasks Tools
Knowledge test Multiple choice test (see Annex 2)
1 Mile Run test 1 Mile Run test procedure (see Annex 1)
In a flat running track, marking cones, recording sheets, stop watch.
Sit and Reach flexibility test Sit and Reach Box and recording sheets
Curl Up test
Group Project “Over exercising and mass media” power
point presentation.
9.3. When do we assess?
9.3.1. Initial Assessment
At the beginning of the unit, students are asked to complete a series of assessment tasks to establish the start point and individual needs. These tasks are: the fitness tests, a questionnaire, and observation of teens’ attitudes and responses to introductory activities.
9.3.2. Assessment FOR Learning, ongoing assessment or formative assessment
Some authors call it Authentic Assessment (Coral, J. 2010, p.5). Throughout the sessions, students perform different learning tasks. Continuous feed-back is provided, either by teacher or by peers. They also have the chance to track their own progress by keeping the workout tracking sheet and the portfolio up to date.
The observation of how they complete the Personal Fitness Plan, how they interact, how they use the English, etc is a key tool to assess how they are handling the unit challenges.
9.3.3. Assessment OF Learning, summative assessment
Children demonstrate the final product of the learning process. Have they moved to point “B”? The assessment tasks are: a multiple choice test, the fitness tests, the portfolio hand-in, the group project presentation.
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Depending on the particular PE program each school runs, the weight of each item on the unit grade may be different from the following table. The weight of content and language on the unit evaluation is outlined in two columns. As you can see, the assessment of content shares 77% of the mark whereas the assessment of language accounts for 23% of the mark.
Weight on the Unit Grade Assessment Item Subitem Content
Weight LanguageWeight Unit standard Key Competency(1)
10% Multiple Choice Test 100% 0% 9.C.19.C.3 1,6
10% Group Project 80% 20%
9.C.2 9.C.5 9.C.6 9.L.2 9.L.4 1,2,3,4,6,7 10% Portfolio
Learning reflections (3%) 80% 20% 9.C.19.C.3 9.L.1 9.L.5
1,3,5,6,7 Personal Fitness Plan and
Tracking sheet (7%)
20% 1 Mile RunTest or Sit and Reach Test or Curl Up Test
100% 0% 9.C.3 1,6
10% Use of English
Rubric of English use in P.E. classes
Vocabulary Log (personal and class)
0% 100% 9.L.3 2,3
40% Teacher’s journal
Wash-Shower 5%
100% 0% 9.C.49.C.6 1,2,5,6,7
Application of the fitness plan 10%
Proactive, Striving spirit, Courtesy, Cooperation, Team working skills, etc 10% Sport wear and classroom materials 10%
Care of Equipment and Facilities 5%
Average 77% 23%
(1) Numbers assigned to key competencies in point 10
Tool: Assessment Spreadsheet (see in Annex 1). It’s an automated system that enables you to calculate the total score just by writing down the partial assessments. We recommend to double check the outcome given by the spread sheet with the overall performance shown by the student.
Minimum requirements to get the unit credit:
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Attendance: they can’t skip classes without parents’ consent
Assignments: they must hand in all assignments in due time
Students must demonstrate basic or key learning achievements (at least 3 out of 10 at each assessment item –exceptions may be considered-).
9.5. Recovering the Unit credit.
Teens who don’t reach the learning expectations of the unit will have the chance to do it later on. Depending on what unit standards they didn’t achieve, students will receive further support on that component of the unit framework.
Repetition of assignments
Extended time to achieve the healthy standards and supervision of the Personal Fitness Plan
Recap of concepts assignment
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10. Key Competencies/Competencias básicas
.The Keeping Fit unit addresses the development of the key competencies described in the ESO framework. We outline how the unit contributes to achieving the key competencies and we also show the connection with the unit achievement standards (C and L).
The key competencies this teaching unit specially enhances are:
1. Competencia en el conocimiento y la interacción con el mundo físico.
Develops and applies a workout plan to succeed in daily physical challenges.
o Achievement standards: C1, C3, C4, C6, L1, L4, L5 Understands the health risks of over exercising and the mass
media connection
o Achievement standards: C2,L2
Evaluates his/her own fitness level and tries to improve the poorest fitness component shown in tests.
o Achievement standards: C3,C4, C6, L5
2. Competencia social y ciudadana
Looks for solutions in team work challenges: group project, training groups, warm up groups.
Participates in the English leader election
Cooperates in the overall running of the sessions
Shows respect to peers no matter how good/bad they are at performing physical tasks.
o Achievement standards: C6, L3
3. Competencia en comunicación lingüísitca.
Reflects on learning experiences and writes it down.
o Achievement standards: L5, L1, L2, L3, L4
Uses English language throughout the whole unit, making an effort to improve it and demonstrating intermediate
communication skills (B1):
Class: oral production, oral comprehension, reading
Home: writing production and reading
o Achievement standards: L3, L1, L2, L4, L5
4. Tratamiento de la información y competencia digital
Visits and manages the PE blog options, surfs fitness related websites, fills out an assessment form online, and communicates via email.
o Achievement standards: C5, C1, L4, L2
Reports the group project in a power point file format.
Analyses the results of the fitness tests, referring them to the healthy zone, the group results and the previous marks.
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5. Competencia matemática.
Understands graphs and calculates the physical load when planning the training sessions or during the workouts.
o Achievement standards: C1,C3,C4, L5
6. Competencia de aprender a aprender
Gets familiar with internet tools. These tools enhance research and autonomous learning.
o Achievement Standard: C5, L2 Plans and tracks the workout routines
o Achievement Standards: C1, C5, L5
Knows the S.P.O.R.T. principles and the fundamental characteristics of common training methods.
Reflect on the teaching-learning processes
o Achievement Standards: C3, L5
Maintains hygienic habits and learns the proper use of facilities and equipment
o Achievement Standards: C6, L3
7. Autonomía e iniciativa personal
Plans and applies his/her own Personal Fitness Plan.
o Achievement Standards: C1,C4,L5
Performs decision making abilities to achieve individual or group goals.
Makes choices and assumes responsibilities affecting the working of the session.
Builds up teamwork skills, a proactive attitude, and leadership in group tasks such as Group Project, Warm ups and English Leader tasks.
o Achievement Standards: C6,L3
….la comunicación en lenguas extranjeras exige también poseer capacidades tales como la mediación y la comprensión intercultural.
10.1. Assessment of Key Competencies
The assessment of key competencies is criterion referenced. The descriptors (related to the achievement standards) for each key competency indicate whether the student has reached the competency or not. To measure it, we take into account the assessment tools and tasks which are related to these descriptors. Consequently we report:
Competencies Rating Scale
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o Needs improvement: the student has barely met the competencies descriptors (3,5-6)
o Meets: the student has successfully met the competency (6-10)
Tool: Assessment Spreadsheet (see Annex 1)
11. Cross curricular work/Coordinación interdisciplinar
.
The PE teacher and the English teacher work together for the development of this unit. Communication between departments is essential to effective learning processes. We consider necessary the following information trade:
Students’ level of English
Specific content demands of English
Quality of resources students will be using (adaptations)
Besides the exchange of information, we think it’s especially important that the PE department and the English department cooperate in:
o Developing the communication skills to meet the unit language demands.
o Building materials
o Revising assessment procedures (language assessment)
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12. SUMMARY OF UNIT COMPONENTS
LEARNING OBJECTIVES
CONTENTS TASKS (session number) UNIT
ACHIEVEMENTS KEY COMPETENCIES
PE
ESPECIFIC LANGUAGE LEARNING ASSESSMENT
Identify what the physiological effects of training the fitness components (health-related) are. 4.1.1 4.1.2 4.1.3 4.2.1 4.2.8 L1
L2 5.1.1 (1)5.1.3 (1) 5.2.1 (3) 5.2.4 (4) 5.2.5 (4,5) 5.2.6 (5) 5.2.8 (3, home) 5.6.7 (11)
5.6.8 (all) 9.C.19.C.2 9.L.1
oCompetencia en el
conocimiento y la interacción con el mundo físico
oTratamiento de la información y competencia digital
oCompetencia en comunicación lingüísitca
oCompetencia matemática
oCompetencia de aprender a aprender
oAutonomía e iniciativa personal Recognize the
consequences of
extreme fitness practices on health, linking this issue to mass media messages. 4.1.3 4.2.5 4.2.7 4.3.3 L1 L6 5.2.2 (3, home)
5.6.11 (11) 9.C.2 9.C.5 9.C.6 9.L.2 9.L.4
oCompetencia en el
conocimiento y la interacción con el mundo físico
oCompetencia social y ciudadana
oCompetencia en comunicación lingüísitca
oTratamiento de la información y competencia digital
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oAutonomía e iniciativa personal
Design and apply a personal fitness plan according to one’s needs and interests 4.1.4 or 4.1.5 or 4.1.6 4.2.2 4.2.3 4.2.8 4.3.1 L3 L5 5.2.1 (3) 5.2.3 (6,7,8,9,10) 5.2.4 (4,5) 5.2.5 (4,5) 5.2.6 (5) 5.2.9 (3, home) 5.6.6 (12) 5.6.9 (all) 9.C.1 9.C.4 9.L.3 9.L.5
oCompetencia en el
conocimiento y la interacción con el mundo físico
oCompetencia matemática
oCompetencia en comunicación lingüísitca
oCompetencia de aprender a aprender
oAutonomía e iniciativa persona
Improve the performance in one fitness component
4.1.7 4.2.6 4.3.4 L4 L5 5.2.3 (6,7,8,9,10) 5.2.4 (4,5) 5.2.6 (5) 5.1.4 (1,2) 5.6.2 or 5.6.3 or 5.6.10 5.6.9 (all) 9.C.3 9.L.5 o
Competencia en el
conocimiento y la interacción con el mundo físico
oCompetencia en comunicación lingüísitca
oCompetencia matemática
Participate in fitness related tasks,
demonstrating proactive attitude, autonomous work rate, courtesy, striving spirit, and care for equipment and facilities. 4.2.3 4.2.4 4.2.6 4.3 L3 L5 5.1.4 (1,2) 5.2.3 (6-10) 5.2.4 (4,5) 5.2.5 (4,5) 5.2.7 (all, exc 3) 5.2.10 (all exc 3) 5.1.5 (beforehand) 5.6.1 (all) 5.6.4 (all exc 3) 5.6.5 (6-10) 5.6.9 (all) 9.C.3 9.C.4 9.C.6 9.L3
oCompetencia en el
conocimiento y la interacción con el mundo físico
oCompetencia social y ciudadana
oCompetencia en comunicación lingüísitca
oCompetencia de aprender a aprender
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* Summing up tasks (5.3) are present in all sessions and the link to other unit elements depends on the particular task in that session
* Reinforcement tasks (5.4) are scheduled for all sessions and the link to other unit elements depends on the particular task in that session
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SOURCESo Decreto Foral 25/2007
o Josep Coral. La Evaluación en un Programa AICLE en Educación Física. Inde, 2010. Http://Www.Inderef.Com/Content/View/139/110/1/0/
o Julio César Rodríguez de la Cruz, Marta González Pascual*, Víctor López Pastor. Los tests físicos en secundaria: aproximación a un uso formativo. http://www.efdeportes.com/ Revista Digital - Buenos Aires - Año 12 - N° 112 - Septiembre de 2007
o TEXAS COMPREHENSIVE CENTER at the Southwest Educational Development Laboratory | http://txcc.sedl.org 8. The SIOP Model The Eight Components of Sheltered Instruction. Adapted from Making Content Comprehensible for English Language Learners, The SIOP Model by Jana Echevarria, Mary Ellen Vogt and Deborah J. Short.
o Supporting Languages. http://www.scienceacross.org/index.cfm?
fuseaction=content.showcontent&node=29&CFID=63650&CFTOKEN=589936 40 (link encontrado en http://www.isabelperez.com/clil.htm#videos)
o California Department of Education. 2008–09 California PhysiCal fitness test. o New Horizons for Learning. Assessment Terminology: A Glossary of Useful Terms
Prepared for: Assessing Learning. . . Should the Tail Wag the Dog?Assessing Learning Conference -- 9/28-30, 1995 © September 2002 New Horizons for Learning.
http://www.newhorizons.org
o Judith Reñé http://www.xtec.cat/~jrene5/
o American Council on Exercise. 1996. ACE Personal Trainer Manual, Second Edition. www.acefitness.org
o Paola Ferrari. Stretching
o Nicole Nichols, Fitness Instructor. Daily Stretching Routine 10 Stretches You Can Do Anywhere! http://www.sparkpeople.com/resource/fitness_articles.asp? id=1264
o Strength Exercises
http://www.smasa.asn.au/smartplay/moves/peak_perform/light_weights/ weightsfacts.html
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Annex I
Teacher’s documents
Teacher’s Journal
It’s a fundamental tool for ongoing assessmnet of sessions. The teacher writes down how students are doing at each session and whatever comment that reconducts the teaching process.
Wash-Shower
Work rate and achievements
Proactive, Striving spirit, Courtesy, Cooperation, Team working skills Sport wear and classroom materials
Care of Equipment and Facilities
Every time a student doesn’t meet (they usually do) a session standard, the teacher writes down an annotation in the date/student box. The most common are:
Ws: the student didn’t have a wash at the end of the session
Cl: the student didn’t bring the appropiate sport wear
M: the student didn’t bring the requiered materials
E: the student didn’t use facilites or equipment with care
Wm: the student didn’t complete a right warm up
Wk: the student didn’t participate as expected
“-“ Student didn’t respect his/her peers or the teacher.
“+” Student demosntrated an oustanding participation or achievement.
A: the student didn’t show up
S: the student was sick or injured
Scoring:
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1 MILE RUN
EQUIPMENT: 2 stopwatches, 1 score sheet and 1 pencil for each student.
INITIATION: Explain and demonstrate proper pace to set for running a mile to reach the health standard.
PROCEDURE (initial test):
1. Each student chooses a partner. If A and B are partners, A will run in the first race with B recording A’s laps and finish time.
2. Students running in the first mile race do a warm-up to prepare for running.
3. A runs in the first race with B keeping track of laps and coaching A to stay on pace to pass the health standard.
4) When A finishes running a mile, B records A’s time.
1. A and B switch roles and B runs in the second mile race. 2. When B finishes running a mile, A records B’s time. 3. Students log their times in the Portfolio.
CLOSURE: Students are given the following questions as a homework assignment (Learning Reflections).
1. How does your mile time compare to last year?
2. How does your time compare to the health standard? To the challenge standard? 3. What are some of the benefits of improving your cardiovascular fitness?
4) What can you do in the future to improve your cardiovascular fitness and your mile time?
o validity: Published studies generally have a correlation of 0.65 or better for runs of greater than 9 minutes or a mile.
o reliability: reliability would depend on practice and pacing strategies and motivation level. There should be good reliability if these issues are addressed.
o advantages: large groups can be tested at once, and it is a very cheap and simple test to perform.
o disadvantages: practice and pacing is required, and performance on this test can be affected greatly by motivation.
o Scoring out of ten:
o Students whose time is in the healthy (Dep. of Education of California, 2008) zone or up will get 4 points
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Male Healthy Zone: 9:00 min – 7:00 min
o Students who improve the initial test record will get 4 points (if the initial mark is better than percentile 80- gender related-, they only have to keep it up +/- 5’’)
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Sit and Reach flexibility Test
( http://www.topendsports.com/testing/tests/20mshuttle.htm).
Equipment required: sit and reach box
(or alternatively a ruler can be used, and a
step or box)
Procedure: This test involves sitting on the
floor with legs stretched out straight
ahead. Shoes should be removed. The soles of the feet are placed flat against the box. Both knees should be locked and pressed flat to the floor – the tester may assist by holding them down. With the palms facing downwards, and the hands on top of each other or side by side, the subject reaches forward along the measuring line as far as possible. Ensure that the hands remain at the same level, not one reaching further forward than the other. After some practice reaches, the subject reaches out and holds that position for at one-two seconds while the distance is recorded. Make sure there are no jerky movements. See also video demonstrations of the Sit and Reach Test.
Scoring: The score is recorded to the nearest centimeter or half inch as the distance reached by the hand. Some test versions use the level of the feet as the zero mark, while others have the zero mark 9 inches before the feet. There is also the modified sit and reach test which moves the zero mark depending on the arm and leg length of the subject. The table below gives you a general guide for expected scores (in cm and inches) for adults using zero at the level of the feet (otherwise add 23cm or nine inches). There are also examples of some actual athlete results.
←
Scoring out of ten:
o Students whose results are in the healthy zone (Dep. of Education of California, 2008) or up will get 5 points.
Female Healthy Zone: 12 cm or up
Male Healthy Zone: 8 cm or up
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FitnessGram Curl Up Test
Good strength and endurance of the abdominal muscles are important in promoting correct posture and pelvic alignment. The curl-up abdominal fitness test requires the subjects to perform as many curl-ups as possible following a set cadence. The following information describes the procedures for as used in the FitnessGram Program (and also the Brockport Test?). There is also a similar Curl Up test as part of the Connecticut Physical Fitness Test. See the general guidelines for Abdominal Endurance Tests.
← purpose: The curl-up test measures abdominal strength and endurance, which is important
in back support and core stability.
← equipment required: a flat, clean, cushioned surface, pacer MP3 file (avalaible at
http://sites.google.com/site/bilingualphysicaleducation/pe-teachers-support-area, with curl-up cadence track, 3.0” or 4.5” Curl-Up Measuring Strip. The 3.0 inch measuring strip is for 5-9 year olds, the 4.5” (11,4 cm) is used for students age 10 and up. If the manufactured measuring strips are not available, you can mark the floor with some tape, or use a piece of cardboard cut to the right dimensions. If the cadence cd is not available, you can call out at the set cadence using a stopwatch, use a metronome, or create an audio track using the Team Beep Test software.
← procedure: The student begins by lying on their back, knees bent at approximately 140
degrees, feet flat on the floor, legs slightly apart, arms straight and parallel to the trunk with palms of hands resting on the mat. The fingers are stretched out and the head is in contact with the mat. The measuring strip is placed on the mat under the students legs so that their fingertips are just resting on the nearest edge of the measuring strip. The feet cannot be held or rest against an object. Keeping heels in contact with the mat, the student curls up slowly, sliding their fingers across the measuring strip until the fingertips reach the other side, then curls back down until their head touches the mat. Movement should be smooth and at the cadence of 20 curl-ups per minute (1 curl-up every 3 seconds).
← scoring: Record the total number of curl ups, up to a maximum of 75. The test is continued
until exhaustion (e.g. the subject cannot maintain the set rhythm), or until they complete 75 curl-ups. The test is also stopped if the student has two technique warnings – if the heels come off the floor, the head does not return to the mat, or the fingertip do not reach the far side of the measuring strip.
← advantages: this test is simple and quick to perform requiring minimal equipment, and large
groups may be tested all at once.
← disadvantages: a cd with the correct cadence or the measuring strip may not always
available, although it is possible to conduct the test without these.
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