1. Backward mapping – A primary school model
A step-by-step process

2. Step 1: identify the understanding and skills that are the focus of your unit

3. Identifying understanding and skills
Understanding / skills
Achievement standard
Content
Understand the recommendations for physical activity and sedentary behaviour
Understand link between being active and being healthy and well
Make plans to be more active at school
(including The Australian Guide to Healthy Eating) nutritional requirements and dietary needs (including The Australian Dietary Guidelines) food labelling and packaging food advertising personal, social, economic and cultural influences on food choices and eating habits strategies for planning and maintaining a healthy, balanced diet healthy options for snacks, meals and drinks

4. Step 2: identify elements of the achievement standard that address the understanding and skills you are teaching

5. Identifying curriculum expectations
Understanding / skills
Achievement standard
Content
Understand the recommendations for physical activity and sedentary behaviour
Students interpret health messages and discuss the influences on healthy and safe choices.
Understand link between being active and being healthy and well
Students understand the benefits of being healthy and physically active
Make plans to be more active at school
Students use decision making and problem solving skills to select and demonstrate strategies that help them stay safe, healthy and active.
(including The Australian Guide to Healthy Eating) nutritional requirements and dietary needs (including The Australian Dietary Guidelines) food labelling and packaging food advertising personal, social, economic and cultural influences on food choices and eating habits strategies for planning and maintaining a healthy, balanced diet healthy options for snacks, meals and drinks

6. Step 3 - Aligning content to achievement standards and understanding and skills

7. Interpreting the standards
continuum of development
read in conjunction with content
describes typical level of achievement

9. Identifying curriculum expectations
Understanding / skills
Achievement standard
Content
Understand the recommendations for physical activity and sedentary behaviour
Students interpret health messages and discuss the influences on healthy and safe choices.
ACPPS039 ACPMP046
Understand link between being active and being healthy and well
Students understand the benefits of being healthy and physically active
ACPPS036
ACPMP046
Make plans to be more active at school
Students use decision making and problem solving skills to select and demonstrate strategies that help them stay safe, healthy and active.
(including The Australian Guide to Healthy Eating) nutritional requirements and dietary needs (including The Australian Dietary Guidelines) food labelling and packaging food advertising personal, social, economic and cultural influences on food choices and eating habits strategies for planning and maintaining a healthy, balanced diet healthy options for snacks, meals and drinks

10. Step 4: Translating to learning goals

11. Understanding / skills
Achievement standard
Content
Learning Goals
Understand the recommendations for physical activity and sedentary behaviour
Students interpret health messages and discuss the influences on healthy and safe choices.
ACPPS039 ACPMP046
Know:
physical activity and sedentary behaviour recommendations
Understand link between being active and being healthy and well
Students understand the benefits of being healthy and physically active
ACPPS036
ACPMP046
Understand:
strategies for reducing sitting / sedentary time and increasing physical activity levels
Make plans to be more active at school
Students use decision making and problem solving skills to select and demonstrate strategies that help them stay safe, healthy and active.
Do:
create physical activities that they can play with friends in the playground or at home.
(including The Australian Guide to Healthy Eating) nutritional requirements and dietary needs (including The Australian Dietary Guidelines) food labelling and packaging food advertising personal, social, economic and cultural influences on food choices and eating habits strategies for planning and maintaining a healthy, balanced diet healthy options for snacks, meals and drinks

12. Step 5: Planning to assess learning and to report to parents

13. Assessment as an integral part of learning
What learning activities, tasks or performances within your existing unit..... will provide students with an opportunity to demonstrate evidence of their learning?

14. What constitutes evidence? (assessment tools)
work samples
practical performances
group presentations
group and class discussions
responses to questions
observations of students working
in-class tasks
tests
take home assignments

15. Evidence of learning
researching the recommended times for daily physical activity and daily sitting/sedentary behaviour
proposing ways to increase their level of activity at school and at home
describing the positive feelings associated with participation in physical activities
designing a new active game that can be played in the playground or at home with friends
teaching their game to the class and explaining how it increases physical activity and improves health.

16. Recording evidence

17. Step 6: Reporting on levels of achievement

18. Approaching the standard (D)
At standard (C)
Above the standard (B)
identifies only some elements of the recommendations
identifies the recommended times for daily physical activity and daily sitting
explains the importance of meeting the recommendations for daily physical activity
identifies a simple way to increase their activity levels with teacher guidance
proposes ways to increase their level of activity at school and at home
proposes a wide range of realistic ways to increase physical activity at home and at school
provides a basic description or identification of a feeling associated with participation
describes the positive feelings associated with participation in physical activities
describes a range of feelings including physical and emotional feelings that are associated with participation
 needs extensive guidance to design a new game or makes very minor modifications to an existing game
designs a new active game that can be played in the playground or at home with friends
 shows initiative in the group to lead the design process for creating a new and innovative game
 lacks confidence presenting to the class and provides a very basic explanation of how the game can increase physical activity
teaches the class their game and explain how their game increases physical activity and improves health
 shows leadership in teaching the game to the class and provides a detailed explanation for how it improves health

19. Exploring levels of achievement
ACARA work samples
Queensland standard elaborations

20. Want info or resources?