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1. INTRODUCTION...4
2. CONTEXT AND JUSTIFICATION...4
2.1. Curricular Links...4
2.1.1. School Project....4
2.1.2. ESO Framework (compulsory secondary studies, ages 12-16)...8
2.1.3. PE curriculum link...8
2.1. Student’s overall profile...11
3. LEARNING OBJECTIVES...12
4. CONTENTS...12
A. Physical Education Contents (C)...12
4.1. Knowledge (Concepts and facts)...12
4.2. Processes...13
4.3. Attitudes, Habits and Values...13
B. Language Contents...14
5. TASKS...14
5.1. Introductory-Motivational-Diagnosis Activities...15
5.2. Core tasks...15
5.3. Summing up tasks...16
5.4. Reinforcement tasks...16
5.5. Enriched tasks...16
5.6. Assessment & Evaluation tasks...16
5.7 SESSIONS MAP: GETTING FIT...17
6. DIFFERENTIATED INSTRUCTION...20
7. METHODOLOGY AND TEACHING STRATEGIES...21
7.1 Teaching strategies...21
1. Presenting new concepts and skills...21
2. Helping students with vocabulary...21
3. Strategies for supporting reading...21
4. Strategies for supporting listening...21
5. Strategies for supporting writing...22
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7.2. Scaffolding...23
7.3. Teacher’s role...24
7.4. Running the session...24
7.5. Methods of guidance and types of practice...25
8. RESOURCES...25
8.1. Facilities, equipment and materials...25
8.2. Internet...26
9. ASSESSMENT...26
9.1. What do we assess?...27
9.1.1. Assessment of learning...27
9.1.2. Assessment of Teaching...28
9.2. How do we assess?...29
9.3. When do we assess?...30
9.3.1. Initial Assessment...30
9.3.2. Assessment FOR Learning, ongoing assessment or formative assessment...30
9.3.3. Assessment OF Learning, summative assessment...30
9.4. Scoring...30
9.5. Recovering the Unit credit...31
10. KEY COMPETENCIES...32
11. CROSS CURRICULAR WORK/COORDINACIÓN INTERDISCIPLINAR...33
12. SUMMARY OF THE UNIT COMPONENTS...35
SOURCES...38
ANNEX I...39
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1.
Introduction
The present unit plan is part 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. In Getting Fit, Me pongo en forma, both exercising for health and English language are integrated following the CLIL methodology. The advantages and challenges of CLIL are described in the previous chapters.
Thus, we expect students will benefit from this unit mostly in terms of health and language related skills. The key competencies are a constant reference throughout the unit. The unit design and development enhance the consolidation of key competencies in a cross curricular effort.
2.
Context and Justification.
2.1.
Curricular Links
2.1.1. School Project.
There’re four secondary schools which offer PE bilingual courses (L1 and English) in Navarra. Each secondary school has its own project. The four of them share the view on the benefits that bilingual (L1/English) education endorses (see Chapter 1): To improve the learning of English and students’ motivation for a never ending learning process.
Some schools participate in what is called “Secciones Bilingües” program, other schools are involved in the “British Council” bilingual program. Regarding this project, it makes no difference as long as the CLIL/AICLE methodology guides both programs.
Bilingual Programs in Navarra which include PE in their School Bilingual Project:
School Name: IES TOKI ONA BHI
Subjects/grades taught in English
PE 1st,2nd, 3rd, 4th
Number of years the school has participated in the bilingual
program (present year included) 3
Number of bilingual groups per grade of ESO
Grade 1 2
Grade 2 1
Grade 3 1
Grade 4
Type of Grouping *Homogeneous/ Heterogeneous
Heterogeneous
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primary school (N-CLIL or L1/English or L1/Castellano)
Number of Students per group
34 25 26
Students’ English level (MCER scale) at the beginning of the year
A1+ A2+-B1
(predicted)
Students with special needs
0 0 0
2Type of CLIL immersion in PE Low
exposure Low exposure Low exposure Mediun exposure (next schoolyear)
3Type of Switching code
L1/English during sessions Spontaneous(mostly “Non”)
Spontaneous
(mostly “Non”) Spontaneous(mostly “Non”)
School Name:
IES Valle del Ebro
Subjects/grades taught in
English See square at bottom
Number of years the school has participated in the bilingual program (present year included)
7
Number of bilingual groups per grade of ESO
Grade 1: 2 (1º A + 1º B)
Grade 2: 2 (2º A + 2º B)
Grade 3: 2 (3º A + 3º B)
Grade 4: 1 (4º B + C) Type of Grouping
*Homogeneous/ Heterogeneous
Homogeneous in bilingual PE classes: El alumnado participante en el proyecto no constituye secciones independientes, está distribuido en dos secciones, constituyendo conjuntamente con el alumnado que no cursa el proyecto bilingüe, una sección ordinaria. En las asignaturas a impartir en lengua inglesa se generan dos grupos, uno de alumnos bilingües y otro en castellano que, a la misma hora van a distintas aulas. En el resto de las asignaturas participan conjuntamente con el resto de compañeros en la organización ordinaria del instituto.
1Students’ CLILbackground in primary school (N-CLIL or L1/English or L1/Castellano)
L1/English L1/English L1/English L1/English
Number of Students per group 15 pupils in each group
15 pupils in each group
11 pupils in A and 14 in B
28 pupils
Students’ English level (MCER
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year
Students with special needs
2Type of CLIL immersion in PE
Medium-High exposure
High exposure
High exposure
High exposure
3Type of Switching code
L1/English during sessions
Combination Spontaneous Spontaneous Spontaneous
Las actividades inciden dentro de la categoría de actos de habla como describir, clasificar, explicar, argumentar, resumir y evaluar. Las explicaciones, materiales de trabajo y exámenes son en inglés. Se potencia el enfoque interactivo o enfoque comunicativo social. El alumnado se examinará, realizará las actividades, trabajos y unidades didácticas en lengua inglesa, pero se otorga menor valor a la corrección gramatical que el contenido, con la única excepción de aquellos que contengan tal cantidad de errores lingüísticos que impidan la comprensión del texto. Con carácter general el 90% de la nota se centra en aspectos propios de la asignatura y el 10% en la corrección lingüística.
School Name: IES ALHAMA, CORELLA
Subjects/grades taught in
English PE
1st,2nd, 3rd, 4th
Number of years the school has participated in the bilingual program (present year included)
1
Number of bilingual groups
per grade of ESO Grade 11
Type of Grouping *Homogeneous/
Heterogeneous Homogenous
1Students’ CLILbackground in primary school (N-CLIL or L1/English or L1/Castellano)
N-CLIL
Number of Students per
group 20
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(MCER scale) at the beginning of the year
Students with special needs
2Type of CLIL immersion in
PE
High exposure
3Type of Switching code
L1/English during sessions
Combination
School Name: IES Benajamín de Tudela
Subjects/grades taught in English
Science 1st,2nd, 3rd, 4th
Social Studies 1st,2nd, 3rd, 4th
PE 1st,2nd, 3rd, 4th
Ethics 4th
Number of years the school has participated in the bilingual program (present year included)
7
Number of bilingual groups
per grade of ESO Grade 12 Grade 21 Grade 31 Grade 41
Type of Grouping *Homogeneous/ Heterogeneous
Homogenous Homogenous Homogenous Heterogeneous 1Students’ CLIL
background in primary school (N-CLIL or L1/English or L1/Castellano)
L1/English L1/English L1/English L1/English
Number of Students per group
1st ESO: 24
and 25
2nd ESO: 26 3rd ESO: 27 4th ESO: 21
Students’ English level
(MCER scale) at the beginning of the year
A1+ A2+ B1 B1+
Students with special needs
None None 1 (spinal
column misalignment )
None
2Type of CLIL immersion
in PE Medium-Highexposure High exposure High exposure High exposure
3Type of Switching code
L1/English during sessions
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* Types of Grouping. Homogeneous groups don’t split students to attend classes out of the bilingual program. Heterogeneous groups split students to attend classes out of the bilingual program and come together to attend CLIL subjects.
1) Tipo de modelo lingüístico que el alumnado siguió en primaria: a) N-CLIL: no participaron en ningún programa bilingüe.
b) L1/English: siguieron un programa CLIL con la lengua materna, castellano o euskera como L1 e English como lengua objetivo. c) L1/Castellano: siguieron un programa CLIL teniendo como L1 el euskera y como lengua objetivo el castellano.
2) 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
3) Switching code L1/english
a) “Non”. No se da alteranacia en el uso de L1 e inglés. Profesor y alumnado siempre hablan en inglés.
b) Spontaneous. Sólo se da el switching code (por parte del alumnado o del profesor) de manera puntual como recurso natural para asimilar el contenido y hay un acuerdo dentro del grupo-clase que regula y fomenta la utilización del inglés.
c) Directed. El profesor es quién da las pautas del switching code en función del contenido o de la estrategia didáctica d) Combination. Se combina alguna de las opciones anteriores b)-c).
2.1.2. ESO Framework (compulsory secondary studies, ages 12-16)
The unit plan contributes to achieving the ESO learning goals, as well as the key competencies described in the ESO framework. As the School Curricular Project is different from one school to another one, 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 connection is described later on.(see point 10)
2.1.3. PE curriculum link
The Getting Fit unit especially focuses on the following PE standards for ESO scholars (Decreto Foral 25/2007):
1. 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: by attending to the PE sessions, by completing the home assignments, or by surfing the PE blog links. We can say that different learning skills ease the path to the unit concepts: exercising, manipulating, talking, reading, listening, and writing.
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The update of the journal of physical activity allows students to check regular workouts, in or out of school hours. They receive guidelines about how keep healthy thanks to regular exercise.
3. 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.
Aerobic endurance and flexibility are the fitness components to improve. At 2nd of ESO,
the fitness unit is built on tag games, jogging assignments, and stretching exercises. They also work on strength, by means of bodyweight exercises, and they participate in reaction games.
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 skills: tag games, the treasure hunt, warm ups, etc. These activities and the class environment enhance teamwork, respect towards classmates, and fair play.
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 (see point 6 in this document)
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?
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 two ICT projects: Blog surfing, and the Internet Treasure Hunt. Besides these two projects, some tasks require getting information from internet sources.
The Getting Fit 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 2nd of
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Besides the above described contents, students will also work on:
The achievement standards that are closely related to the unit are the following (Decreto Foral 25/2007, 2nd of ESO):
1. Incrementar la resistencia aeróbica y la flexibilidad respecto a su nivel inicial.
Students are encouraged to improve their aerobic endurance and flexibility as indicators of physical health. We take into account not only the fitness progression but also whether or not the student’s marks in the fitness tests are in the healthy zone range (“1 mile run” and “Sit and Reach” tests).
3.
Reconocer a través de la práctica, las actividades físicas que se desarrollan en una franja de la frecuencia cardiaca beneficiosa para la salud. Students experience how heart rate varies depending on what physical activity they complete and its intensity. They analyse whether the recorded heart rate is in or out of the target heart rate for health. The Target Heart Rate assignment is a key tool in this process as well as the daily practice in PE sessions.
4.
Manifestar actitudes de cooperación, tolerancia y deportividad tanto cuando se adopta el papel de participante como el de espectador en la práctica de juegos de acondicionamiento Students’ attitudes and values are continuously present in all units. The Getting Fit unit enhances the striving spirit in conditioning tasks. Fair play, collaboration and team work skills are mainly promoted in tag games and assignments.
Capacidades físicas, en especial las relacionadas con la salud: resistencia aeróbica y flexibilidad.
Control de la intensidad del esfuerzo: toma de la frecuencia cardiaca, cálculo de la zona de actividad y ajustes de la actividad en función de los registros.
Acondicionamiento físico general con especial incidencia en la resistencia aeróbica y en la flexibilidad.
Reconocimiento y valoración de la relación existente entre una buena condición física y la mejora de las condiciones de salud.
Reconocimiento y valoración de la importancia de la adopción de una postura correcta en actividades cotidianas.
Cooperación en las funciones atribuidas dentro de una labor de equipo para la consecución de objetivos comunes.
Tolerancia y deportividad por encima de la búsqueda desmedida de los resultados. Resolución pacífica de los conflictos por encima de la búsqueda desmedida de los
resultados, deportividad y aceptación de las diferencias, tanto en el rol de participante como en el de espectador de actividades físico-deportivas.
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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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)
Students have the chance of knowing through physical practice as well as through internet activities and lectures what the fitness components are, and what benefits a physically active life brings. The right posture and the Target Heart Rate for health will be fundamental references throughout the unit.
The unit achievements are descriptors of the above achievement standards.
Getting Fit is usually applied at the very first stages of the school year (1st term). It is closely
related to other likeable units such as “Warm up”, “Breath and relax” and “Unhealthy habits” (tobacco, alcohol, and dehydration).
After the specific plan units for fitness and health purposes, 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.
2.1.
Student’s overall profile
This particular unit plan is addressed to 2nd grade of ESO students. Nowadays, we find four
different public secondary schools in Navarra where students can take a CLIL PE course.
According to the data shown, we can say that 2nd grade students in bilingual groups L1/English
demonstrate an estimated average English level of A2 (CEFR scale grading). That is to say,
Can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. very basic personal and family information, shopping, local geography, employment). Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters. Can describe in simple terms aspects of his/her background, immediate environment and matters in areas of immediate need.
Most of them took bilingual subjects (L1/English) in primary school. All of them have at least one year experience in CLIL environments. It’s believed that in few years time most of the secondary students who participate in a bilingual program will have a CLIL background in primary studies.
The number of students per group ranges from 15 to 34 for the next school year.
3. Learning Objectives
The subject learning objectives are closely related to the PE curriculum expectations for 2nd of
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language objectives so that they can keep up with the language unit 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 health benefits can be obtained from being physically active and the effects of a sedentary life on health
Describe the advantages of being physically active and disadvantages of a sedentary life
2.
Keep aerobic workout within the target hear rate by means of heart rate monitoring or pulse check
Explain how to calculate the healthy Target Heart Rate
3.
Improve the fitness level, specially the aerobic endurance and suppleness, building up exercising and hygienic habits in a challenging and enjoyable context
Report physical activities habits and what achievements take place
4.
Be aware of posture in daily activities and fitness exercises, avoiding those postures that can damage the body structures.
Name and recognize postures or actions that could lead to back injuries or misalignments
5.
Participate in fitness related tasks and games, demonstrating team working skills, fair play, courtesy, striving spirit, grace at loosing and winning, 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
4. Contents
A. Physical Education Contents (C)
Essential Contents
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4.2.
Processes
4.3.
Attitudes, Habits and Values
Enriched Contents
The ongoing assessment can reveal that certain pupils have already achieved some unit objectives. If so, we propose the following challenges for them:
o Reactions. Components of speed (reactions, travelling speed, limb speed). Participation in various speed games. Awareness of the importance of velocity in sports.
1. Fitness components revision
2. Fitness components for health: aerobic endurance, flexibility and strength
3. Benefits of regular exercising and health consequences of a non-active way of life
4. Aerobic workout:
4.1. Target Heart Rate: Maximum Heart Rate and heart rate zone for a healthy workout.
4.2. “Pacing oneself “ 4.3. What’s good for me?
5. Recommendations for the care of body structures: main muscles and joints 5.1. Posture when: carrying a backpack, sitting, lifting weights, etc
5.2. Bodyweight exercises and daily stretches
1. Analysis of fitness components for a lifetime wellbeing
2. Control of the heart rate within the Target Heart Rate in aerobic workouts
3. Participation in different activities which enhance the improvement of the health related fitness components: jogging, tag games and fitness plan.
4. Application of different stretching methods and strengthening exercises as well as warm up and cool down routines, keeping the appropriate body position in each exercise.
5. Use of ITC to get information about fitness and health.
6. Fitness tests: 1 Mile Run Test and Sit and Reach Test
3. A willingness to care for their own well being, demonstrating striving spirit when working out.
4. Acceptance of a variety of performances, no matter how good or poor they are.
5. Critic thinking on a non-active lifestyle
6. Open mind and team working skills in fitness games or group activities, fair play, courtesy, and grace at loosing/winning.
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This content is addressed to scholars who have already achieved the health standards (California Department of Education, 2008) in the fitness components for health:
a. they’ve demonstrated exercising habits and a cooperative attitude
b. running a mile in less than 11:30 minutes for girls and 10 minutes for boys
c. sit and reach test: 8 cm or up for boys: 10 cm or up for girls
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 bodyweight 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
L.1. The language products that students use to describe, explain and report.
L.2. Vocabulary for lectures and internet search activities: target heart rate, health, cardio respiratory, spine, etc
L.3. Terms for sequences and basic math computations o Firstly, then, after that, etc
o Add, multiply, divide, take away, etc L.4. Analysis of tests results and graphs L.5. Use of English in physical activities:
o Revision of instructions: “off you go”, “on the jog!” “bring it in”, “time is up”, “pair up”, “Sit down in a circle formation, please” etc
o Specific communication skills:
o Vocabulary of new equipment, facilities and physical exercises: aerobic exercise, heart rate monitor (watch and transmitter), bodyweight exercises (sit ups, dips, chin ups, push ups, etc), dumbbells, suppleness, body structures (muscles and joints), names of particular exercises or postures, etc
o Communication with peers in tag games and jogging assignments: “over here”, “it was close!”, “nice run!”, “She’s fast!”, “watch out!” “IT’s coming!” “this way”, “let’s get John” “I tagged you – you didn’t tag me”, “Who is IT?”, “You ran out of bounds” “Hurry up”, “Catch up”, “to overtake or to go pass …”, “to pace oneself” “To break the record”
o Parts of the body and movements. Main muscles and joints. Giving feed-back for a good posture.
o Names for bodyweight exercises and stretches. o Whispering, calling out or shouting situation?
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5. Tasks
5.1.
Introductory-Motivational-Diagnosis Activities
5.1.1. Language awareness activity: specific vocabulary and language structures students will be using throughout the unit. 10’
5.1.2. Teacher’s introductory speech. Unit expectations, number of sessions planned, activities and assessment/evaluation. Duration: 15’
5.1.3. Video about Being Active (Go on, Get out of your armachair) Length: 30’’:
http://mediateca.educa.madrid.org/reproducir.php?id_video=piseeknhvezhne55. 5.1.4. 1 Mile Run Test and Sit and Reach Test (see Annex I). Diagnostic tools to evaluate
students’ initial aerobic endurance and flexibility levels. Duration: 40-50 minutes. Ask students to record the data in the portfolio, calculate the score.
5.2.
Core tasks
5.2.1. Teacher’s lectures
5.2.2. Tag Games(see Annex I) oBuilds up (Velcro tags variation) oBull Dogs
oOctopus oThe chain oShipwrecked oStuck in the mud! oCops and robbers
oBall Tag (variante balón sentado) oLine Tag
oDisc Golf
5.2.3. Home exercising assignments (According to the initial tests)
5.2.4. Jogging within the THR for 5 to 20 minutes depending on student’s needs (1 Mile Run Test) and session.
5.2.5. Stretching exercises oWarm up stretches
oDaily Stretching Routine (Stretches Hand Out, (see Annex), Slim and Limber Video, Debbie Siebbers, 6’). Stretching home assignment.
oCool down stretches
5.2.6. Circuit Training: toning up exercises
oBodyweight exercises: abdominal workout (see Annex 2) oAbdominals circuit 1: 2 x 9 x 30’’ (rec: 20’’) (see Annex 2)
oCircuit 2: Exercising using your own bodyweight (see Annex 2): 2 x 12 (picked from the listed exercises) x 30’’ (rec 20’’)
5.2.7. Hygienic tasks: shower or wash, sport wear 5.2.8. Internet Treasure Hunt
5.2.9. Visits to the P.E Bilingual Blog
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oAnnouncements oOpinions
oDo you want to know more? 5.2.10. Students’ portfolio tasks:
oTarget Heart Rate assignment oPhysical Activity Journal
oVocabulary Log
oReflections
5.2.11. Warm up. Students perform warm ups in small groups. Each session one group member takes it turns to lead it. Every now and then, the PE teacher sets up warm up games (see Sessions Map).
5.3.
Summing up tasks
5.3.1. Cool down comments
5.3.2. Portfolio reflections
5.4.
Reinforcement tasks
5.4.1. Concepts revision at the beginning of the sessions 5.4.2. Individual fitness plan (if needed)
5.5.
Enriched tasks
5.5.1. Speed in sports and Reactions games
5.5.2. 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 Test
5.6.3. Sit and Reach Test and Posture assessment
5.6.4. Self-assessment when exercising (heart rate, pace, ..)
5.6.5. Peer assessment tasks: posture in everyday activities and body position in various exercises
5.6.6. Portfolio hand-in 5.6.7. Multiple Choice test
5.6.8. Treasure Hunt hand-in
5.6.9. Tracking student’s learning of concepts (questing)
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’
CO
EO HS RT IE
DC DE EM CC HS
COR SGR Warm up 5’
IND INT Sit and Reach Test 25’
COR BGR Comments 2’
COR IND Wash 5’
SESSION 2 Date:
INT BGR Class Introduction 6’
CO
EO OP HS IE
DC DE EM CC HS
COR IND Warm up A 5’
INT BGR 1 Mile Run A 12’
COR IND Warm up B 5’
INT BGR 1 Mile Run Test B 12’
COR BGR Cool Down and Comments 2’
COR IND Wash 5’
SESSION 3 Date:
COR BGR Session Introduction 4’
CO EO CT OPEP
HS T PT
RT
PIPI EXIE
DC DE EM CC HS COR BGR-PAR Aerobic Target Heart Rate 10’
COR SGR Warm up 7’
COR SGR Jogging 1 10’ ( GA: 6’ –GB: 7’ – GC: 8’ ) COR BGR Tag Game: “Builds Up” 10’
COR BGR Cool Down and comments 7’(home jogging assignment and journal of physical activity hand out)
COR IND Wash 5’
SESSION 4 Date:
COR BGR Session Introduction 4’ CO
EO CT LE PTPT NT PT RT PE PIPI BI PI OI AC CC DC DE EM CC HS COR SGR Treasure Hunt 10’
COR BGR-PAR Active life and health benefits. Blog 30’ COR BGR Porfolio Assignments 10’
SESSION 5 Date:
COR BGR Session Introduction 4’
CO EO CT CT PTPT OP HS T NT NT RT PEPE PIPI BI BI PI PI OIOI IE EX CCCC DC DE EM CC HS
COR SGR Warm up 7’
COR SGR Jogging 2 11’ ( GA: 7’ –GB: 8’ – GC: 9’ ) COR BGR Tag Games: “Octopus” 10’, “The Chain” 8’
COR BGR Cool Down and comments 2’
COR IND Wash 5’
SESSION 6
Date: COR BGR Session Introduction 4’ COEO OP HST PERTPE BI BI PI
5.7 SESSIONS MAP:
GETTING FIT
CT CT PTPT
NT
NT PIPI OIOI CCCC EM
CC HS COR PAR Bodyweight Exercises: 15’ (focus on technique!)
COR BGR Tag Game: “Cops and robbers” 15’
COR BGR Cool Down and comments 2’
COR IND Wash 5’
SESSION 7 Date:
COR BGR Session Introduction 4’ CO
EO CT CT CT PTPT HS T NT NT RT PEPE PIPI BI BI PI PI OIOI IE EX CCCC DC DE EM CC HS
COR SGR Warm up 7’
COR SGR Posture Circuit 10’
COR IND-PAR Daily Stretches and other exercises: in pairs, PNF 20’
COR BGR Cool Down and comments 2’
COR IND Wash 5’
SESSION 8 Date:
COR BGR Session Introduction 4’ CO
EO CT CT CT PTPT OP EP HS T PT NT NT RT PEPE PIPI BI BI PI PI OIOI IE EX CCCC DC DE EM CC HS COR SGR Warm up 7’ (Tag Game “Shipwrecked!”)
COR SGR Circuit Training 1: 15’ COR PAR Tag Game: “Disc Golf” 15’
COR BGR Cool Down and comments 2’
COR IND Wash 5’
SESSION 9 Date:
COR BGR Introduction 4’
CO EO CT CT PTPT OP
HS T NT NT RT PEPE PIPI BI BI PI PI OIOI IE EX CCCC DC DE EM CC HS COR SGR Warm up 7’ (Tag Game: “Line Tag”)
ADV BGR-SGR Jogging 3 15’ ( GA:9’ –GB:11’ – GC:13’ )Reactions Games: “Land, sea, air”, “Catch or Head!” 15’
COR BGR Tag Game: Students pick one game 15’
COR BGR Cool Down and comments 2’
COR IND Wash 5’
SESSION 10 Date:
COR BGR Introduction 4’
CO EO CT CT CT PTPT OP HS T NT NT RT PE PIPI BI BI PI PI OIOI RI RI IE EX CCCC DC DE EM CC HS
COR SGR Warm up 7’
AVD PAR-BGR Jogging 4, 15’ (GA: 11’ –GB: 12’ – GC: 14’) or Reactions Games 15’: “Ball!” 5’” Right or left?”10’
SUM-EVA SGR Circuit training 2, 15’
COR BGR Cool Down and comments 2’
COR IND Wash 5’
SESSION 11
Date: COR BGR Introduction 4’ COEO
CT CT HS RT PE PIPI BI BI PI PI OIOI IE EX CC DC DE EM SUM IND-BGR Treasure Hunt Hand-in 10’
5.7 SESSIONS MAP:
GETTING FIT
PTPT CC
HS EVA IND Sit and Reach Test and Posture assessment 20’
COR BGR Cool Down and comments 2’ (home assignment: assessment of teaching)
COR IND Wash 5’
SESSION 12 Date:
SUM BGR-IND Introduction and Portfolio Hand-in 4’
CO EO
CT OP HS RT EXCC
DC DE EM CC HS EVA IND Multiple Choice Test 7’
COR IND Warm up A 4’
EVA BGR 1 Mile Run A 12’
COR IND Warm up B 4’
EVA BGR 1 Mile Run Test B 12’
SUM BGR Cool Down and Comments 2’
COR IND Wash 5’
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
ADV Advanced Tasks PAR Pairs
SUM Summing up IND Individual
EVA Evaluation
CLASS OUT OF SCHOOL HOURS
6. Differentiated Instruction
It’s said that bilingual groups are cognitively “homogenous” compare with regular groups. This isn’t always the case. There might be bilingual groups where the spectrum of pupils’ cognitive competencies is broadly diverse.
We’d like to point out that differentiated instruction is necessary to meet students’ physical, affective, cognitive and social needs. 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 and teaching scenarios:
o Jogging assignments according to 1 Mile Run Test results. There’ll be 3 different groups. Each group will run a level appropriate length of time and at a certain speed (every session there will be a group leader monitoring the pulse and setting the jogging pace if heart rate monitors aren’t available for all students)
o Tag Games. Participants enjoy the game assuming either the “It” role (chasing) or the running away role. Everybody is challenged and runs according to his or her endurance level.
o Bodyweight exercises pursue the goal of providing students with the right technique at lifting weights and toning up the core muscles for a healthy posture. The set up of the bodyweight exercises (circuit training) lets pupils accommodate the pace of the workout to the individual needs.
o Concept learning. There’re different ways to learn the unit concepts: 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 learning process (13 different items in the grading chart). Thus, students demonstrate in different ways what they’ve learnt. The scoring of the fitness tests is based upon the improvement from the initial tests as well as the achievement of the healthy zone in fitness tests 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 students 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 what’s going on.
An accessible INPUT for all will ease the path to language and content learning.
o All students are challenged. The session tasks provide every student with different ways to achieve learning objectives of the session and to complete meaningful physical activities.
o Every student must be involved in the session no matter what physical and language skills enjoys.
o Assessment is also differentiated according to 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:
o Write and comment on the activities performed by peers o Help other students when necessary
o Cooperate with the set up or bringing the equipment in o Work on the PE portfolio or assignments
o Language observer. The student writes down Spanish words or expressions that other students use. The language observer has it all written down on the board 5 minutes before practice is over. During the cool down the whole group comment on the board notes suggesting which English terms can be used for the Spanish words.
7. Methodology and teaching strategies
7.1
Teaching strategies
In the previous chapter we presented the teaching strategies that PE teachers involved in CLIL programs could develop. The SIOP model of instruction, the Science Across the World advices to support languages and our experience in CLIL environments are the basis for the following strategies:
1. Presenting new concepts and skills 1.1.Use connectors
1.2.Ask questions
1.3.Use Spanish if necessary and let students clarify instructions in Spanish
1.4.Use visuals: photos, videos, drawings, maps, graphs, etc.
1.5.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, blog “Do You want to know more?
2.3.Using vocabulary in reading, listening, speaking and writing activities.
2.4.Use bilingual resources. For instance, an English-Spanish website to get information about fitness and health.
3. Strategies for supporting reading. The treasure hunt guides students around the blog links, discovering hints when reading.
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.If available, use of a radio microphone in contexts such as scattered students, adverse acoustic environments, etc
4.5.Gestures and practical examples to introduce PE specific terminology.
4.6.Reinforce the learning by questions or repetitions.
5. Strategies for supporting writing. Students reflect and write about what they have learnt during last week.
6. Strategies for supporting student talk.
As far as our experience goes, this is the most challenging issue for PE teachers in bilingual groups. We describe in detail what strategies we suggest to make 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, running assignment, some tag games, internet treasure hunt, etc.
6.2.Switching Code
There is also no reason why a group should not work in both languages, moving from one to the other. In addition, it is sometimes good for students to complete a task in the first language, which will allow them to be more fluent and precise, and then to have to report on it in the second language.
On the other hand, we concluded in the previous chapter that:
Most of students in our CLIL environment have no exposure to English out of the CLIL program.
Students who make the effort to communicate in English should be rewarded.
The challenge in PE is getting students talk to each other in English. The Switching code
rules in PE could be:
o Use English whenever you can
o The more often you use your English the more points you get.(Use of English Award)
o Students must speak in L1 in case of an emergency
6.3.Providing support
o A question about previous contents o A question about what’s up in the session o Session plan
o Key vocabulary and sentences
6.4.Agreeing ground rules
It’s advisable to agree with the class a set of simple rules regarding the use of L1. The following rules are presented for a class agreement:
o Switching code rule (see 6.2)
o Use new vocabulary and phrases and get extra points
o Sometimes students may be penalised for using Spanish instead of English in certain situations.
6.5.Group composition
As we saw in chapter 1, grouping is a key to help students talk in English. Thus, we’ll try to:
make students feel comfortable at using their English with their peers.
assign an “English” leader per group.
set up two different types of grouping in each PE session.
6.6.Reporting
Students will report the PE assignments in English.
7.2.
Scaffolding
The scaffolding of the unit contents, teaching and learning strategies has much to do with differentiation. Once we check the starting point, it’s important to get students individually motivated and engaged them throughout the unit sessions. Therefore, we tend to provide students with tasks they feel comfortable with and ease the way to point B. Scaffolding is precisely about drawing teaching and learning paths that each student completes with different, and equally successful, pace, starting and ending points.
According to our experience, we suggest progressive paths for the most meaningful aspects of the bilingual unit. The initial assessment of each student will help us to decide which individual and group scaffolding accommodates better.
Language
Scaffolding in PE
Progress direction
Teaching Strategies Slow speed of speech, frequent repetitions
Normal speed of speech, few repetitions
Many visuals supporting explanations
Just the necessary
visuals supporting
Most of the input and productive language is oral
Reading and writing tasks are introduced
From explicit teaching, to modelling, to practicing, to application
Language processes Describing, explaining, evaluating, drawing conclusions
Content Scaffolding
Progress directionAerobic endurance variables
5 minutes
Intensity: 60% of MHR Game Related activities
20 minutes
Intensity: 80% of MHR Jogging assignments
Flexibility
2 days a week
Active stretching 6 days a weekOther training methods are introduced: passive, PNF, etc.
Strength
8 Bodyweight exercises in one set
Focus on technique
12 Bodyweight exercises in one set
Shaping technique
Concepts Revision of fitness
components
Health related fitness concepts
Teaching and learning Strategies
Single activities Group activities
Directed methodology Autonomous learning Information provided Investigation tools
provided
7.3.
Teacher’s role
The teacher who participates in a CLIL course is especially aware of the language challenges that students face. We only lay out the teacher’s functions which are closely related to the CLIL course.
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.
7.4.
Running the session
The goal of class management is getting effective instruction. Regarding management, we aim at keeping students physically active most of the session length. The fact that using English might slow down the pace of the session, leads us to sharpen the timing and management issues. We consider the following session schedule for a regular 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 (board 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 conceptsand 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
The methods of guidance for skills learning will depend on the content. Cardiovascular endurance is based on verbal and visual methods, whereas flexibility and strength 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.
The “Fixed practice” is present in stretches, bodyweight exercises. On the other hand, tag games leave room for the “Variable practice”.
8. Resources
8.1.
Facilities, equipment and materials
o School Yard
o Heart Rate Monitors (at least three) o Stop Watches
o Sport Bibs
o Cones
o Balls (basket balls or bigger, half the number of students) o White Board
o ICT Classroom o Hands out
o Students’ Portfolio
o Teacher’s journal book
o Sit and Reach Box
8.2.
Internet
PE Bilingual Blog: http://bilingualpe2blog.blogspot.com/. One of the most important links in the blog is “Teens Health”
http://kidshealth.org/teen/food_fitness/exercise/exercise_wise.html
9. Assessment
The guidelines about assessment and evaluation are given in Chapter 2. We extract the following reminder.
2.4. La evaluación del alumnado se realizará de acuerdo con lo establecido en la normativa vigente.
The policy for assessment and evaluation in Navarra at secondary level states (Orden Foral 217/2007):
5. Los criterios de evaluación serán los referentes fundamentales para valorar tanto el grado de adquisición de las competencias básicas como el de consecución de los objetivos
The PE framework for ESO grades in Navarra points out the same linguistic standard for each grade. This is,
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
Therefore, the assessment of the linguistic aspects in PE is mandatory.
assessment will mostly be in L1. On the other side of the CLIL spectrum, CLIL programs based on a high exposure to English will mostly assess the number 7 standard achievement in L2.
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 good 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 could 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 and answering, comments, etc. The ongoing assessment of concept learning is also carried out in English (with some exceptions).
We propose an integrated assessment of PE content and English language.
9.1.
What do we assess?
9.1.1.
Assessment of learningC. Assessment of Content
The following criteria are specific descriptors of the PE achievement standards for 2nd of ESO
L. Assessment of Language
9.C.1. Recognizes the meaningful rewards that an active way of life brings as well as the particular benefits from exercising the fitness components for health: aerobic endurance, strength and flexibility. Student demonstrates ICT (Internet and Communication Technologies) skills.
9.C.2. Links a sedentary life to health risks.
9.C.3. Gets a better mark in the fitness tests than the ones he/she got in the last school year, or at least she/he keeps it up (in case of high scores at the referenced tests)
9.C.4. Accumulates a minimum of::
o20 minutes a day of continuous exercise within the target heart rate, 5 days a week o20 minutes a day of stretching exercises, 5 days a week
o20 minutes a day of bodyweight exercises, 3 days a week
(School activities and out of school hours activities included, during the last 3 weeks of the Getting Fit unit)
9.C.5. Keeps the right posture when exercising, carrying weights, sitting or standing
The CLIL methodology isn’t only about teaching content in English. Both subject content and English learning is assessed. We suggest the following language achievements for the Getting Fit unit:
Assessment of the key competencies
The assessment of the key competencies is described in point 10.
9.1.2.
Assessment of TeachingIs 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. We assume that the students are familiar with the terms used in the rubric. If not, it’s advisable to support them till they know what they’re assessing. Pupils may click on the blog link to fill it out online: http://spreadsheets.google.com/viewform?
hl=en&formkey=dFp2Z2dLVEl6TEpCdWF3VlpxTFhfVmc6MQ
Assessment of Teaching
Rubric
Planning No Halfway or
sometimes Yes
Plan Unit meets CLIL context?
Different linguistic aspects are interlinked? Plan unit is linked with the PE School Program?
Teaching No Halfway or sometimes Yes
Unit plan fully developed
9.L.1. Describes the steps to calculate the target heart rate for health purposes using the right maths and PE terms.
9.L.2. Explains how an active life and health are linked and which techniques or postures are the right ones when carrying weights, studying, practicing bodyweight exercises or stretching.
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 his/her daily workouts, learning reflections and the “Treasure Hunt” outcome in English
Teacher’s explanations
Body language and demonstrations support verbal explanations (and the other way around)
Teacher’s voice is appropriated
Provides immediate feed-back (content and language)
Teacher’s language is students’ level of English appropriated
Teacher manages class in a proper way*
Practice time Grouping
Set ups (equipment and space)
* In a proper way: efficiency in the utilization of available resources
9.2.
How do we assess?
Procedures and tools. See detailed description of tests protocols and tools in Annex 1.
Assessment tasks Tools
Write the physical activities you complete every day Portfolio (Physical ActivityJournal, (see Annex 2) Think and write about what you’ve learnt Portfolio (Reflections, see
Annex 2)
Observation of
Attendance
Teacher’s journal
Sport Wear Work rate
Fitness Achievements Wash or Shower
Attitudes (Striving spirit, Courtesy, Cooperation, Team working skills)
Care of facilities,
equipment and materials
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
Treasure Hunt outcome Treasure Hunt report
9.3.
When do we assess?
9.3.1.
Initial AssessmentAt the beginning of the unit, students are asked to complete a number of assessment tasks to establish the start point and the individual needs. These tasks are: the fitness tests, a questionnaire (see “What do you do to keep fit” in Annex 2) and observation of kids’ attitudes and responses.
9.3.2.
Assessment FOR Learning, ongoing assessment or formativeassessment
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 physical activity journal and the portfolio up to date.
The observation (of how they manage at performing the exercises, how they interact, how they use the English, how the activities fit the students’ needs and interests) is a key tool to assess how they are handling the unit challenges.
9.3.3.
Assessment OF Learning, summative assessmentChildren 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 Treasure Hunt hand-in.
9.4.
Scoring
Weight on the Unit Grade Assessment Item Subitem Content Weight Language Weight Unit standard Key Competency(1)
10% Multiple Choice Test 100% 0% 9.C.19.C.2 1,6
5% Treasure Hunt 80% 20%
9.C.1 9.C.2 9.C.6 9.L.2 9.L.4 1,2,3,4,6,7 20% Portfolio
Physical Activity Journal (10%) 80% 20% 9.C.1 9.C.2 9.C.4 9.L.1 9:L.4 9.L.5 1,3,4,6,7 Aerobic Zone Assignment
(5%)
Vocabulary Log and Reflections (5%)
10% 1 Mile Run Test 100% 0% 9.C.3 1
10% Sit and Reach Test and Posture
assessment 100% 0% 9.C.3 1,6
5% Rubric of English use in
P.E. classes 0% 100% 9.L.3 2,3
40% Teacher's journal
Wash-Shower 5%
100% 0% 9.C.49.C.5
9.C.6 1,2,4,5,6,7 Work rate and achievements
10%
Striving spirit, Courtesy, Cooperation, Team working skills 10%
Sport wear and classroom materials 10%
Care of Equipment and Facilities 5%
Average 80% 20%
(1) Numbers assigned to key competencies in point 10
Tool: Assessment Spreadsheet (see in Annex 1). It’s a resource that enables you to calculate the final score just by writing down the scores of the sections or assessment items. It’s advisable to check the outcome given by this spreadsheet with the overall performance shown by the student.
Minimum requirements to get the unit credit:
Scholars will need at least an average mark of 5 out of 10 to get a “unit credit”. Beforehand there’re some conditions students must meet to qualify for the unit credit:
Attendance: they can’t skip classes without parents’ consent
Assignments: they must hand in assignments in due time
9.5.
Recovering the Unit credit
Children who don’t reach the learning expectations of the unit will have the chance to do it later on. Depending on what unit standards the student didn’t achieve, he or she will receive further support on that component of the unit framework.
Reinforcement and ongoing assessment for attitudes, values and habits
Repetition of assignments
Individual fitness plan
Recap of concepts assignment
10. Key Competencies
Assessment Descriptors and Unit Achievement Standards related.
The key competencies this teaching unit enhances are:
1. Competencia en el conocimiento y la interacción con el mundo físico.
Considers and experiences the pros and cones of being physically active or non-active.
o Achievement standards: C1,C2, C4,C5, C6, L2
Accomplishes self-assessment conditioning activities, challenges oneself and helps other students to improve their fitness level
o Achievement standards: C3,C4, C6, L5
2. Competencia social y ciudadana
Feels active part of the class and look for solutions in team work challenges: group assignments, tag games, training groups.
Shows respect to peers no matter how good or 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. Achievement standards: L5, L1, L2, L3, L4
Uses English language throughout the whole unit, making an effort to improve it and demonstrating basic communication skills (A2):
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 websites fitness related, fills out an assessment form online, and communicates via email.
o Achievement standards: C1, L2
Understands a heart rate monitor.
Analyses the results of the fitness tests, referring them to the healthy zone.
o Achievement Standards: C4, L2, L5
Checks the pulse, calculates the aerobic target zone and analyse graphics among other basic operations.
o Achievement standards: C4, L1, L5
6. Competencia de aprender a aprender
Gets familiar with internet tools. These tools enhance research and autonomous learning.
o Achievement Standard: C1, L2
Learns how to control the load of the aerobic workout within the range of healthy standards.
Sets improvement goals and records regular exercise
o Achievement Standards: C4, L1
Know and demonstrates the right techniques when lifting weights and exercising
o Achievement Standards: C5, L2
7. Autonomía e iniciativa personal
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 in group projects, and leadership in group tasks such as The Treasure Hunt or Warm ups.
o Achievement Standards: C6,L3
Engages in the personal project for an active way of life (journal of physical activity).
o Achievement Standards: C4,L5
….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 (we assign a weight for each item affecting that key competency) the assessment tools and tasks which are related to the competency descriptors. Consequently we report:
Competencies Rating Scale
o No meets: the student hasn’t met the competency (0 to 3,5)
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)
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 in the unit
Quality of resources that students will be handling (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 language demands of the unit. o Building materials
o Revising assessment procedures (language assessment)
Other subjects that could be part of the cross curricular work are: Science, Maths, Technology (computer skills).
12. SUMMARY OF THE UNIT COMPONENTS
LEARNING OBJECTIVES
CONTENTS TASKS (session number) UNIT
ACHIEVEMENTS KEY COMPETENCIES
PE
ESPECIFIC LANGUAGE LEARNING ASSESSMENT
Identify what health benefits can be obtained from being physically active and the effects of a sedentary life on health
4.1.1 4.1.2 4.1.3 4.2.1
L1
L2 5.1.3 (1)5.2.1 (all, esp n 4) 5.2.8 (4) 5.2.9 (4) 5.2.10 (4) 5.3.1 (all) 5.4.1 (all) 5.5.2 (4) 5.6.6 (12) 5.6.7 (12) 5.6.8 (11) 5.6.9 (all) 9.C.1 9.C.2 9.L.2
oCompetencia en el
conocimiento y la interacción con el mundo físico
oTratamiento de la información y competencia digital
oCompetencia en comunicación lingüísitca
oCompetencia de aprender a aprender
Keep aerobic workout within the target heart rate by means of heart rate monitoring or pulse check
4.1.4 4.2.2 4.3.5
L3
L5 5.2.1 (3)5.2.4(3,5,6,7 ,9,12) 5.2.2(3,5,6,7 ,9,12) 5.2.10.1 (4) 5.4.1 (4) 5.6.4 (3,5,6,7,9,12 ) 5.6.6 (12) 5.6.10(3,5,6, 7,9) 9.C.4
9.L.1 oCompetencia en el conocimiento y la interacción con el mundo físico
oCompetencia matemática oCompetencia en comunicación
lingüísitca
oTratamiento de la información y competencia digital
oCompetencia de aprender a aprender
oAutonomía e iniciativa personal
