This swimming/aquatics unit plan contains a sequence of activities (thank you Water Safe - http://www.watersafe.org.nz) that are easily adapted to a range of ability levels, incorporating things like: hypothermia and its effect on the body; rip education in the swimming pool and life-jackets.
Prof. Se-Jung Oh — Networking between Academia, Public Research Institutes an...Renata George
Global Summit of Innovation Economy Creators.
Se Jung Oh.
Председатель Национального исследовательского фонда Кореи. Председатель Корейско-американского центра по научному сотрудничеству. Советник правительства Кореи по научно-технологической политике с 1989 г. 2007-2008 - член правительственного комитета по стимулированию фундаментальных исследований. Глава Комитета по разработке специальной инициативы по повышению привлекательности ВУЗов и исследовательских центров Кореи (World Class Universities). Профессор Государственного университета Сеула (ГУС). Известный исследователь (физика и электроника).
Prof. Se-Jung Oh — Networking between Academia, Public Research Institutes an...Renata George
Global Summit of Innovation Economy Creators.
Se Jung Oh.
Председатель Национального исследовательского фонда Кореи. Председатель Корейско-американского центра по научному сотрудничеству. Советник правительства Кореи по научно-технологической политике с 1989 г. 2007-2008 - член правительственного комитета по стимулированию фундаментальных исследований. Глава Комитета по разработке специальной инициативы по повышению привлекательности ВУЗов и исследовательских центров Кореи (World Class Universities). Профессор Государственного университета Сеула (ГУС). Известный исследователь (физика и электроника).
Astek's Rachel Yeomans walks through the process of creating an effective social media strategy for attendees at the Specialized Information Publishers Association conference in Miami Beach.
You had me at Hello: 7 mostly not crazy ideas to make sure you’re making the most of new supporter relationships
So you've got a bunch of new names from somewhere...Facebook, a contest, a progressive social action network, (ahem) Care2. Now what?
Well, you could start with "hello." Or, actually, anything. Kinda nuts, but sometimes it can take organizations too long to make any sort of proper introduction. And then your new joins are all like "who are these people?" when you finally send that renewal or call to action. But never fear! We have all kinds of smart, easy, and even automated tactics and techniques to let your newest list members know how glad you are to meet them.
Watch this AWESOME webinar with Madeline Stanionis (principal at M+R) and Justin Perkins (Senior Director Brand Engagement and Business Development at Care2) to learn about the best way to handle all of that acquisition you're bound to do in 2015. You'll learn about various case studies and walk away with cold-hard-tactics to make sure your ROI is astronomical (or at least, you know, positive).
Teaching children to swim through action games in early childhood educationSubmissionResearchpa
This article is about ways to teach children to swim through outdoor games in preschool. The article also discusses the methodology, features and important aspects of teaching children 3-7 years old to swim by Khalmatova Nasiba Bozorbaevna 2020. Teaching children to swim through action games in early childhood education. International Journal on Integrated Education. 3, 10 (Oct. 2020), 41-44. DOI:https://doi.org/10.31149/ijie.v3i10.660 https://journals.researchparks.org/index.php/IJIE/article/view/660/624 https://journals.researchparks.org/index.php/IJIE/article/view/660
Astek's Rachel Yeomans walks through the process of creating an effective social media strategy for attendees at the Specialized Information Publishers Association conference in Miami Beach.
You had me at Hello: 7 mostly not crazy ideas to make sure you’re making the most of new supporter relationships
So you've got a bunch of new names from somewhere...Facebook, a contest, a progressive social action network, (ahem) Care2. Now what?
Well, you could start with "hello." Or, actually, anything. Kinda nuts, but sometimes it can take organizations too long to make any sort of proper introduction. And then your new joins are all like "who are these people?" when you finally send that renewal or call to action. But never fear! We have all kinds of smart, easy, and even automated tactics and techniques to let your newest list members know how glad you are to meet them.
Watch this AWESOME webinar with Madeline Stanionis (principal at M+R) and Justin Perkins (Senior Director Brand Engagement and Business Development at Care2) to learn about the best way to handle all of that acquisition you're bound to do in 2015. You'll learn about various case studies and walk away with cold-hard-tactics to make sure your ROI is astronomical (or at least, you know, positive).
Teaching children to swim through action games in early childhood educationSubmissionResearchpa
This article is about ways to teach children to swim through outdoor games in preschool. The article also discusses the methodology, features and important aspects of teaching children 3-7 years old to swim by Khalmatova Nasiba Bozorbaevna 2020. Teaching children to swim through action games in early childhood education. International Journal on Integrated Education. 3, 10 (Oct. 2020), 41-44. DOI:https://doi.org/10.31149/ijie.v3i10.660 https://journals.researchparks.org/index.php/IJIE/article/view/660/624 https://journals.researchparks.org/index.php/IJIE/article/view/660
PE12.com is a new project designed to meet the needs of anglers who are looking forward to visiting the BIG FISH AREA. In pristine places like these the result of the trip often depends on the quality of the equipment. Undoubtedly, it is a crucial part of every tropical fishing.
We provide our clients a high-quality and proven assortment. We are constantly working on expanding the variety of fishing gears to make sure that everything you need can be purchased in one place in the desired size, weight and colour.
PE12.com is a new project designed to meet the needs of anglers who are looking forward to visiting the BIG FISH AREA. In pristine places like these the result of the trip often depends on the quality of the equipment. Undoubtedly, it is a crucial part of every tropical fishing.
We provide our clients a high-quality and proven assortment. We are constantly working on expanding the variety of fishing gears to make sure that everything you need can be purchased in one place in the desired size, weight and colour.
PE12.com is a new project designed to meet the needs of anglers who are looking forward to visiting the BIG FISH AREA. In pristine places like these the result of the trip often depends on the quality of the equipment. Undoubtedly, it is a crucial part of every tropical fishing.
We provide our clients a high-quality and proven assortment. We are constantly working on expanding the variety of fishing gears to make sure that everything you need can be purchased in one place in the desired size, weight and colour.
Presentation that we made at 22nd USSSA national conference, Las Vegas oct 15 2010. We explain a little bit of our swim for babies, todlers and children program.
Worked through this unit plan with an Intermediate level class. The experiment rotation before identifying individual science fair questions was highly successful! Helped students develop creative and exciting hypotheses over a range of the Science curriculum strands.
When I taught year 6-8, we went to Kōkako Lodge for our camp. Charades happened to be one of the planned activities, but we found out that the majority of the class had never played this game before. I decided to start a draft of the game, but I really wanted some feedback... He aha o koutou whakaaro? He pai, rānei ngā kaupapa? He aha ngā painga? He aha ngā āhuatanga ki te whakapakari?
Anansi me ana mahi toa nā Verna Aardema te paki, nā Lisa Desimini ngā pikitia...Ruth Lemon
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Our concert this term had the theme, Celebrations, so we explored a range of celebrations through our weekly shared poems, from Chinese New Year, to Eid Mubarak, to Saint Patrick's Day. The poems were selected from: Let's celebrate! : festival poems from around the world / edited by Debjani Chatterjee & Brian D'Arcy ; illustrated by Shirin Adl.
We went through the history of the British Isles through nursery rhyme, which supported the extensive work that we did exploring the histories of the peoples and the land (from the Iron Age Celts, through to Victorian England).
Bicultural Histories - British Isles Term 2 2014Ruth Lemon
Unit Two follows on from the Māori foundation laid in unit one by exploring the complex histories and contexts that lead to the wants/needs of the peoples in the British Isles to migrate to Aotearoa / New Zealand... This is a plan for section one of the unit.
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In term 1, the year 6-8 rūmaki reo Māori class were preparing for camp and for art exhibition. We found out that there were eels in the river by Kōkako Lodge, so we decided to design our own hīnaki and to explore tuna.
With year 7-8 rūmaki students, we explored the continuation of the cube, rod, flat pattern, by by chopping carrot models. This sheet was a practise sheet after the activity. Focus on place value consolidation.
After learning about the names of shots and some basic shot compositon, we filmed to a storyboard. This is the first lot of storyboards that we filmed to.
After learning about the names of shots and some basic shot compositon, we filmed to a storyboard. This is the first lot of storyboards that we filmed to.
After learning about the names of shots and some basic shot compositon, we filmed to a storyboard. This is the first lot of storyboards that we filmed to.
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Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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Instructions for Submissions thorugh G- Classroom.pptx
Aquatics and Water Safety Level 1&2
1. N E W T O N
C E N T R A L
S C H O O L
HEALTH AND PHYSICAL EDUCATION UNIT PLAN
Integrated Strands - Levels One and Two
Term: 1
Year: 2014
Class: Whānau Nohinohi
Duration: 11 wks
Context / Topic:
Aquatics
UNDERLYING CONCEPTS:
KEY AREAS OF LEARNING:
XHauora
XAttitudes and Values
XSocio-ecological Perspective
Body care and physical safety
Physical activity
Sport studies
XHealth Promotion
Outdoor Education
STRAND A: PERSONAL HEALTH AND
STRAND B: MOVEMENT CONCEPTS AND MOTOR SKILLS Students will:
STRAND D: HEALTHY
PHYSICAL DEVELOPMENT Students will:
ACHIEVEMENT OBJECTIVES – Level 1
COMMUNITIES AND
ACHIEVEMENT OBJECTIVES – Level 1
B1 Movement skills; B3 Science and technology
ENVIRONMENTS Students will:
A2 Regular physical activity
- Develop a wide range of movement skills, using a variety of equipment and play environments.
ACHIEVEMENT OBJECTIVES –
- Participate in creative and regular physical activities
B2 Positive attitudes;
Level 1
and identify enjoyable experiences.
- Participate in a range of games and activities and identify the factors that make participation safe
D2 Community Resources
A3 Safety management
and enjoyable.
- Identify and discuss obvious hazards in
- Describe and use safe practices in a range of contexts.
ACHIEVEMENT OBJECTIVES – Level 2
their home, school, and local environment
ACHIEVEMENT OBJECTIVES – Level 2
B1 Movement skills
and adopt simple safety practices.
A2 Regular physical activity
- Practise movement skills and demonstrate the ability to link them in order to perform movement
ACHIEVEMENT OBJECTIVES –
- Experience creative, regular, and enjoyable physical
sequences.
Level 2
activities and describe the benefits to well-being.
B2 Positive attitudes
D2 Community Resources
A3 Safety management
- Participate in and create a variety of games and activities and discuss the enjoyment that these
- Identify and use local community
- Identify risk and use safe practices in a range of
activities can bring to them and others.
resources and explain how these contribute
contexts.
to a healthy community.
Diversity
Equity
Community and Participation
x
Ecological Sustainability
Integrity
x
Thinking
Using Language, Symbols and Texts
x
Managing Self
Relating to Others
Participating and Contributing
x
Post-test (Summative)
Sample
Observation
x
Self Assessment
x
Peer Assessment
x
ARB’s
Other e.g. Exemplars, asTTle, etc
Computer/Word Processing
Publisher/Excel/PowerPoint
e-mail/Fax/Phone/Scan
Internet-Research
x
Digital Camera/Video
x
Internet – Webquests and Web 2.0
Video Conferencing
Inspiration and Other Programmes
Programming
OTHER CURRICULUM LINKS
Respect
E-LEARNING (ICT)
Pre-test (Diagnostic)
ASSESSMENT
x
KEY COMPETENCIES
x
Innovation, enquiry and curiosity
VALUES
Excellence
English
x
Mathematics and Statistics
x
Science
x
Social Sciences
Technology
The Arts (Music/Dance/Drama/Visual)
x
Health and Physical Education
x
Learning Languages (Te Reo etc)
x
EOTC
x
SPECIFIC LEARNING INTENTIONS
ACTIVITIES, THINKING TOOLS AND OTHER RESOURCES
We are learning to:
(What will I do to help my students achieve this?
SUCCESS CRITERIA
Strategies/activities linked to Key Competencies to help students achieve)
We know we have achieved this when we can:
SPECIFIC LEARNING INTENTION/S:
stuff.co.nz/dominion-post/9195941/ - Man Drowns after Yacht Fall (not harnessed, not
What is hypothermia? What effects does
wearing life jacket)
hypothermia have on my body?
sundayworld.com/top-stories/news/three-fishermen-drowned-off-coast-died-of-hypothermia
(ie. We are learning about
(were wearing lifejackets)
hypothermia and the effects it has on
Or take the positive angle with 10 top sea survivors: listverse.com/2012/02/16/top-10-sea-
our bodies)
survivors/
SUCCESS CRITERIA:
Brainstorm: what are the things we need to do to stay safe near water? Could be done as a
- Completes the activities
bus-stop activity - a formative assessment to find out what students know and what
- Participates in discussions, sharing
questions they have.
observations and ideas.
And/or use - The Dragon’s Water Safety Rhyme as your week’s shared poem:
STOP! It’s exciting to go for a swim,
But think of these rules before you get in.
2. LOOK! Is a grown-up close by and in sight?
Is the water calm and theweather all right?
Read all warning signs. What do they say?
Is there anything sharp that might be in your way?
Before you dive in, is it deep down below?
LISTEN to lifeguards and always GO SLOW!
If you’ve got the okay, it’s time to get in,
Take your buddy along and be safe when you swim!
1-2 sessions.
Materials: 1 ice-cream container per 2-3 students or a bucket for each small group; ice;
water; either shoe-laces or a threading/fine motor literacy or numeracy activity; stopwatch.
Challenge the class – who do you think is able to keep your hand in a container of ice water
for 10 minutes (ideally – for younger students, could find out who can last the longest). Part
2 is to challenge the students to a fine-motor skills challenge, appropriate to the level of
your class (with some groups you may want to do this challenge before and after the ice
water). Last section of this is the class discussion:
-
How did your hand feel before you put it in the ice water?
-
How did this change over time?
-
Did the ice water change how well you were able to ‘lace your shoes’?
-
Why do you think this happened?
Viewing of segments of “Lost at Sea – the Rob Hewitt Story” DVD. Recap the ice-cream
activity. Link questions:
-
How did Rob Hewitt feel before he went diving/when he realised he was lost?
-
What was happening to his body?
-
What did he do to try to survive?
niwa.co.nz/our-science/oceans/common-questions/all/icebergs - Information about
icebergs off the coast of NZ (down by Otago).
stuff.co.nz/southland-times/6584432/Family-tragedy-in-deadly-Foveaux-Strait - Video and
article about Southland survivor.
- Google images search
Take a thermometer down to the pool for swimming sessions. Measure and record the
temperature of the water.
Could also have a stop-watch and time how long each student is in the water, before
needing to get out. Non-swimmers could be in charge of the equipment: thermometer, chart
paper, vivid, stopwatch.
Thermal regulation, vasodilation and
vasoconstriction are important (abstract)
related concepts. Best way to introduce is
to:
1. Link to Get Set Go! Why did we warm
up? What happened to your body?
2. Pre and post-PE / morning tea / lunch
discussion (could even be at line-up time).
Heating and cooling of the body.
How does your body feel when you have
been sitting calmly and writing quietly? How
3. does your body feel when you have been
jumping, running and playing?
SPECIFIC LEARNING INTENTION/S:
Suzy’s World Vol 20 – Safe and Sound.
We are learning about why and where we
Why do we need to wear life-jackets? (10 mins) floating, density, colour, heating the body.
need to wear life-jackets.
- Either ask the question before watching and have a discussion to bring out main ideas,
We are learning how to put a life-jacket on
then follow-up with something you learnt or checking our ideas, or
correctly.
- Watch the segment and then ask the question.
Draw pictures and write stories about wearing life-jackets – sea, boats, floating and sinking.
SUCCESS CRITERIA:
Could make a poster explaining to younger children why they should wear a life jacket, or
Student is able to:
record a play, freeze frames, write a jingle.
•
participate in discussion and share
th
Pickup date: Thursday 20 February
th
Return date: Monday 10 March.
their ideas
select a life jacket that is the right
lifesavingsociety.com/who%E2%80%99s-drowning/about-lifejackets.aspx
size for them
maritimenz.govt.nz/Recreational-Boating/Lifejackets/Survive-in-cold-water.asp
•
put it on correctly
watersafe.org.nz/page.asp?page=518
•
safely enter the water and float
mountainsafety.org.nz/safety-tips/River-Safety.asp
•
while wearing the life-jacket
First session – classroom-based or pool-side, but not in the water. Focus on:
-
Making sure you have the right size (could set homeplay the week before to bring
in your weight in kgs – Child size/CS= under 25kg, Child size medium/CM= 2540kg etc).
-
Sitting in a circle, so that the teacher can demo, but also be able to see who
needs help with zips.
-
If you would like to repeat, works best as a timed competition.
2-3 sessions – pool-side and in the water.
-
Recap putting life-jackets on correctly.
-
Juniors – Safe entry to pool and floating on front/back.
-
Extension – Putting life jacket on either blindfolded, or working in pairs. 1 in the
water, friend throws them a life jacket and they put in on lying on top/on their back
and then kick to the other side of the pool.
SPECIFIC LEARNING INTENTION/S:
We are learning about hazards in the
There are a range of ideas here. Choose what is most appropriate for your class/level.
-
water and things we can do to be safe
Practise Dragon’s water safety ideas in weekly swimming sessions by having
buddy swimmers.
around these hazards.
SUCCESS CRITERIA:
Building up to duck dives: doing hand stands in the water
-
Playing a hunt the hoops/coins/flutterboards game while wearing blackened
Student is able to:
•
goggles.
participate in discussion and
share their ideas
-
Exploring pool-side rescues and buoyancy. Could discuss what things would float
•
select a life jacket that is the
the best and why you would throw something to a person in trouble instead of just
right size for them
•
jumping in the water yourself.
put it on correctly
In buddies, one person is lifeguard (A) and one person is a swimmer who is in
safely enter the water and float while
trouble (B). B puts hand straight up ine air to show they need help. A chooses
wearing the life-jacket
something that will float to throw to their buddy. Then they coil rope into their
writing hand and get balanced before throwing the rope. Might need another B
buddy to help pull in A and stay balanced. Swap over.
Extension – Ideas about balance/centre of gravity
** stand on 1 foot. How long before you lose your balance (or senior students –
4. before someone can unbalance you)? 2 feet? With your feet wide apart?
** What about a kneeling rescue?
-
Parachute activities – place a small/large parachute on the water. In your
buddies try and go under the parachute and come out the other side or use a
demo big buddy/teacher/small group of able, confident swimmers.
More senior students could try turning / twisting / doing an underwater somersault/
not being allowed to touch the bottom (latter very difficult in 0.6m water).
“How did it feel?” “Could you tell where you would be able to come up above the
water?”
-
(Fact- Muriwai rips are 4m per second.) Exploring rips in the school pool:
Divide the class into 2 groups
1 group clockwise, 1 group anti-clockwise
Try to allow about 2m space between the circles
Get each group to walk as fast as they can to try and create a whirlpool (with
juniors this is easier either with big buddies or teacher in the pool) and when you
give the signal – try to change direction.
“What does it feel like when you try to change direction?”
-
The next time you create a whirlpool:
Same as above, but each child throws a flotation device into the pool (whether
flutterboard or empty milk bottle), before getting into their circles.
When you have completed the steps as above, add the question:
“How far have the bottles/objects/flotation devices moved?”
Relate discussion to beach experiences.
-
Rip education part 2 (for swimmers who are able to float on their back)
** Everyone spreads out and then floats on their back until teacher gives a signal
– Which way are you facing?
-
Teach and practise skulling – see youtube.com/watch?v=NvkCqpTsvEQ 3min
youtube.com/watch?v=3WYyowAvb5U 57 secs no talking, just the movement.
-
And dog paddle – see youtube.com/watch?v=hocP5YYZx2o (1 min 19 is where
the demo actually starts)
-
Swimming through waves
Set-up like a soul train line, with each child holding a flutterboard (with less
confident swimmers, could start with just 1 line of children holding flutterboards).
On the teacher’s signal, everyone makes waves, all move their board into water,
push water, lift out and repeat, while 1 person swims/doggypaddles/walks down
the line.
-
Zig-zag swimming
Children swim relays with variants, such as:
** You are not allowed to touch the bottom
** Move right at the side of the pool (without stopping)
** Turn left in the middle of the pool
** With every zig, you must change the stroke
GROUPS – CATERING FOR A RANGE OF INDIVIDUAL NEEDS AND ABILITIES
(based on diagnostic assessment prior to unit):
5. FORMATIVE NOTES
Ideas gathered from a variety of sources, including:
Watersafe; Stallman’s model of teaching swimming derived from the causes of drowning http://sobrasa.org/campeonato/matosinhos_2007/apresenta/Stallman%20R%20et%20al.%20-%20P199.pdf).
Teaching of swimming – from the SwimSafe programme. Each swimming session to contain components of water safety (this
plan) and the SwimSafe manual.
ASSESSMENT APPROACH
(How will I assess the Success Criteria? How can learning achievement be measured? Remember to include Formative Assessment)
BEFORE THE UNIT
DURING THE UNIT
AFTER THE UNIT
UNIT EVALUATION
(Consider: Planning and preparation; catering to individual students’ needs; challenging all students; use of class time; overall delivery;
success of unit based on assessment and anecdotal observations; areas for future improvement – what would have worked better)
CHILDREN’S LEARNING
PERSONAL TEACHINGS
ASSESSMENT FOR FUTURE
PLANNING
For these students:
For teaching students in the future:
6. FORMATIVE NOTES
Ideas gathered from a variety of sources, including:
Watersafe; Stallman’s model of teaching swimming derived from the causes of drowning http://sobrasa.org/campeonato/matosinhos_2007/apresenta/Stallman%20R%20et%20al.%20-%20P199.pdf).
Teaching of swimming – from the SwimSafe programme. Each swimming session to contain components of water safety (this
plan) and the SwimSafe manual.
ASSESSMENT APPROACH
(How will I assess the Success Criteria? How can learning achievement be measured? Remember to include Formative Assessment)
BEFORE THE UNIT
DURING THE UNIT
AFTER THE UNIT
UNIT EVALUATION
(Consider: Planning and preparation; catering to individual students’ needs; challenging all students; use of class time; overall delivery;
success of unit based on assessment and anecdotal observations; areas for future improvement – what would have worked better)
CHILDREN’S LEARNING
PERSONAL TEACHINGS
ASSESSMENT FOR FUTURE
PLANNING
For these students:
For teaching students in the future: