YEAR EIGHT HEALTH and PHYSICAL EDUCATION

UNIT: Challenge, Risk and Safety (Lifesaving)

UNIT OBJECTIVE: To develop skills that will minimise harm and ensure safety in aquatic environments.

As part of everyday living, adolescents are constantly faced with challenges and must make the right choices in response to these. Such challenges contain certain elements of “risk”, and many adolescents are not aware of the potential risks or do not consider the impact that the risk may have on their own personal safety, health and lives, and on other people’s lives and welfare. It is important that they be able to develop appropriate strategies to manage the risk and to minimising the harm to themselves and others in aquatic environments.

UNIT CONTENT: You will be required to implement and apply your knowledge to complete a task.

Declarative Knowledge (concepts you need to know) / Procedural Knowledge (skills and processes you need to be able to use and demonstrate)
Risk
Low risk
Moderate risk
High risk
Calculated risk
Positive risk
Harm minimisation
R.A.P.A. model
D.R.A.B.C. / Recognise and assess aquatic conditions/situations and apply:
·  Appropriate entries and exits - dive- deep shallow, surface- feet first head first; stride entry; compact jump
·  Appropriate swimming skills - survival strokes- breastroke, side stroke, survival backstroke; treading water, survival sculling, floating; polo front crawl; under water swim.
·  Appropriate rescue techniques –
1.  Talk, Reach, Throw, Wade, Row
2.  Swimming rescues: Swim, Tow (non-contact/ contact)

HABITS OF MIND:

Managing impulsivity: Take your Time! Thinking before acting; remaining calm, thoughtful and deliberative.

Responsible risk taking: Venture out! Being adventuresome; living on the edge of one's competence. Try new things constantly

Past knowledge, new situations: Use what you learn! Accessing prior knowledge; transferring knowledge beyond the situation in which it was learned.

ASSESSMENT TASK: Your assessment is organised into two related elements:

1.  Knowledge and understanding: Your performance of the specialised swimming and lifesaving skills that you have had the opportunity to develop and refine.

2.  Ways of Working: How you implement and apply these skills (procedural knowledge) whilst performing the following tasks:

·  12 MIN CLOTHED SURVIVAL SWIM THAT REQUIRES DEMONSTRATION OF PROCEDURAL SKILL LEARNT DURING THE UNIT

ALDRIDGE STATE HIGH SCHOOL: HEALTH and PHYSICAL EDUCATION – YR. 8 NAME: CLASS:

UNIT: Challenge, Risk and Safety (Lifesaving)

UNIT OBJECTIVE: To develop skills that will minimise harm and ensure safety in aquatic environments. DEEP UNDERSTANDING: As part of everyday living, adolescents are constantly faced with challenges and must make the right choices in response to these. Such challenges contain certain elements of “risk”, and many adolescents are not aware of the potential risks or do not consider the impact that the risk may have on their own personal safety, health and lives, and on other people’s lives and welfare. It is important that they be able to develop appropriate strategies to manage the risk and to minimising the harm to themselves and others in aquatic environments.

ASSESSABLE
ELEMENTS / Descriptors
A / B / C / D / E
The student work demonstrates evidence of:
Knowledge and
Understanding / Comprehensive understanding and consistent demonstration of efficient entries and exits, survival swimming strokes and
rescue techniques / Thorough understanding and demonstration of mostly efficient entries and exits, survival swimming strokes and
rescue techniques / Satisfactory understanding and demonstration of generally efficient entries and exits, survival swimming strokes and
rescue techniques / Variable understanding and demonstration of occasionally efficient entries and exits, survival swimming strokes and
rescue techniques / Rudimentary understanding and demonstration of inconsistent entries and exits, survival swimming strokes and
rescue techniques
Annotations
Implementing
and applying / Insightful and accurate application of entries and exits, survival swimming strokes and rescue techniques that will minimise harm and reduce risk to themselves and others. / Effective application of entries and exits, survival swimming strokes and rescue techniques that will minimise harm and reduce risk to themselves and others. / Appropriate application of entries and exits, survival swimming strokes and rescue techniques that will minimise harm and reduce risk to themselves and others. / Variable application of entries and exits, survival swimming strokes and rescue techniques that will minimise harm and reduce risk to themselves and others. / Minimal application of entries and exits, survival swimming strokes and rescue techniques that will minimise harm and reduce risk to themselves and others.
Reflecting / Perceptive reflection on performance of survival swimming skills and rescue techniques / Informed reflection on performance of survival swimming skills and rescue techniques / Relevant reflection on performance of survival swimming skills and rescue techniques / Superficial reflection on performance of survival swimming skills and rescue techniques / Cursory reflection on performance of survival swimming skills and rescue techniques
Annotations

Year 8 Challenge, Risk and Safety (Lifesaving)

UNIT OBJECTIVE: To develop skills that will minimise harm and ensure safety in aquatic environments.

Grading Criteria
A / B / C / D / E
Successful, fluent, accurate / Competent / Proficient
but variable / Isolated / Never

KNOWLEDGE AND UNDERSTANDING

Name / Entries / Survival Strokes & Skills / Rescue Techniques
Dive - deep / Dive -shallo / Surface -feet / Surface-hea / Compact / Stride / Breastroke / Sidestroke / Surv. Back / Surv. Scull / Floating / Tread water / Eggbeater / Polo crawl / U.waterswm / Reach / Throw / Wade / Swim Non-contact / Swim Contact / Overall