SEPEP SCHOOL VISITS

CORPUS CHRISTI 2016

BY LAUREN STONE, MELISSA LAURINO, DANIEL MAHER AND JACK DRENNAN

SCHOOL HISTORY
Started in 1983
There are 8 factions
School runs on a 6

day timetable for

the students
Has recently

invested in and built

a new state of the
art Gymnasium and
Cafeteria

MISSION
SCHOOL MISSION

SPORT MISSION
Corpus Sport is about much

We are a catholic

community
committed to
empowering every
learner to serve and
enrich our changing
world

more than winning.

We aim to be the best we can
be.
We are an inclusive sporting
community that celebrates
diversity.
Corpus sport aims to develop
spirit, leadership,
Friendship, belonging, respect
and commitment.
We believe in nurturing lifelong
participation in sport through a
balanced all round program.

SCHOOL MOTTO & VALUES

MOTTO

VALUES
Guided by Christian beliefs the
values focus on:
Nurturing a living faith

Sequere Dominum

Follows the Lord

Promoting justice and service to

others
Striving for excellence in all we

do
Fostering joy in learning
Respecting the dignity of each

person
Creating and maintaining a

caring and inclusive college

community

LESSON FORMAT
Year 10 Co-Ed class with an uneven gender split.
Only 2 Females in the class

Students were required to set the court up and organise any

equipment they needed.

The lesson ran from start to finish smoothly. They were

allowed 10 minutes to warm up under the directions of the

coach once the team was changed into sports uniform and
out on the court.
After the team had completed their warm up, the game

commenced.
2 x 15 minute halves

Change, Set up, Warm up, Game play, Pack away, Change

LEVEL OF TEACHER CONTROL

The teacher did not have much input into the lesson that we viewed.
The lesson was taken by the students. The teacher would intervene

when necessary, but for the rest of the lesson, the class was self
managed and abiding to the duty team and coaches.
The teacher was able to leave the students to their own devices, which

allowed for the class to take on the responsibility of their own education.
As the students were year 10 they were much more capable to be self

managed, reliable and focussed than students younger than them.

For example the teacher had to redirect the learning of one of the

student teams during the warm up, as they were off task and not
focussed.

VARIOUS ROLES AND RESPONSIBILITIES

COACH

TIME KEEPER &

SCORER

Responsible for:
Warm up and Warm up for

their team to complete over

the week
1 warm up a week x 4
weeks
Write up a strategy that the
team can implement over
the weeks to maximise
participation and scoring
efficiency as well as
maintaining strong defence
One strategy a week

Responsible for:

Setting up the score

board and ensuring
there are stop
watches

Update leader board

weekly

VARIOUS ROLES AND RESPONSIBILITIES

UMPIRE

STATS

Responsible for:

Construct a poster of
a rule on one page x
4 rules
The poster must have
a clear explanation of
what the rule is and
what happens after
an infringement to
the rule

Responsible for:
Stats on the game

they watch

VARIOUS ROLES AND RESPONSIBILITIES

FILM CREW
Responsible for:

Film one game per

week
Have commentary
over a 30 second
time period

JOURNALIST

Responsible for:
Write a 200 word

news article on one

game you watched in
the week
Total of 4 articles

VARIOUS ROLES AND RESPONSIBILITIES

1st Aid
Responsible for:

1 poster a week on a
possible injury that
could be sustained in
the sport chosen
Poster must cover the
cause, symptoms and
treatment for the
injury

Treasurer and B&F

Awards
Responsible for:

collecting $2 from your

team and then buy the
prize with the money if
your team wins.

Collect fairest and best

votes from the umpires
each week, come up
with your own awards

Run the presentation

VARIOUS ROLES AND RESPONSIBILITIES

SITE MANAGER
Responsible for:

Collect all the posters

and information to
Google classroom so
all students know
what is going on

OCCUPATIONAL
HEALTH & SAFETY
(OHS)

Responsible for:
A poster a week of

one risk associated

with playing and how
to minimize the risk
x4
Risk Management

COMPETITION FORMAT
Students all have the opportunity to vote and nominate a sport

they would like to participate in for a 5-week period of time.

During that 5-week time slot, students are allocated into 3 teams.
Each week, in the Monday lesson 2 teams will play each other in

the basketball lesson and the third team will officiate the lesson
(duty team).
Then during their second lesson of the week on a Thursday,

students have an administration lesson where they look at the

responsibilities and pick something to focus on for that week
during their SEPEP experience.
Students discuss things that worked well and things that they

could change to make the lesson run more smoothly and more
effectively.

GAME MODIFICATIONS
The SEPEP basketball program at Corpus Christi followed most of

the generic basketball rules as there were:

Umpires that were following FIBA international ruling and there was no

rule modification i.e double dribbling, shooting foul, travelling etc

One game modification that was conducted was introducing two 15

minute halves that were played instead of the reputational 4x

10mintue quarters. The time is also a continuous clock and does
not stop when the ball goes out of bounds or when there is a foul.
When playing the game, in the first half they used size 6 ball and

in the second half they used a size 7.

This allows for greater diversity when playing because in the first half
it caters for the girls so they could grip the ball and play to the best to
their abilities and vice versa for the boys in the second half.

PROGRAMMING SEPEP INTO A HPE

CURRICULUM
SEPEP is an important program that

challenges students in numerous ways, which

will develop their abilities to work in a team,
get fit and active and so much more.
SEPEP, is a student centred approach to

Physical Education and gets the students to

experience a program that has a sense of
realness about it.
By doing SEPEP, students have a greater

opportunity to develop game based skills,

decision making and tactic.

PROGRAMMING SEPEP INTO A HPE

CURRICULUM
SEPEP fits in so well with the HPE curriculum because as said

before it develops tools that are crucial in later day life (getting
people to work with people they are not really friends with).
For example, the year 10 HPE curriculum states that students

are to evaluate factors that shape identities and critically analyse

how individuals impact the identities of others (ACPPS089).
SEPEP helps with this because it gets students to connect with

people that they dont really get along with and find ways that
they can all work together effectively together.
It also shows the students that to run an effective program

everyone needs to put in their input and others need to adjust

and adapt to different ways of thinking.

PROGRAMMING SEPEP INTO A HPE

CURRICULUM
Another example of this is students should

develop, implement and evaluate movement

concepts and strategies for successful outcomes
with and without equipment (ACPMP101).

One of the SEPEP roles is a coach, the coach is

responsible for drawing up plays and doing drills
that enhance players ability to do well or do
something tactually that will result in a positive
outcome.

SELECTION STRATEGIES
At the beginning of the semester and program the teacher gave the

students a choice of sports for them to choose from.

The students voted with a majority choosing basketball as the sport of choice.

The teacher identified the roles and responsibilities that need to be

covered.
Within the first lesson or two while taking into account injuries and

absentees a sports board was selected.

The board along with the teacher decided on 3 teams of equal ability.
Within these teams there were further roles and responsibilities. The

teacher explained these roles to all the students as a collective.

Within each team the students voted for captains/coach role.
The sports board was responsible with coming up with the fixtures for the

5 week competition.

SELECTION STRATEGIES

Each week two teams will play while the team that isnt
playing is responsible for completing the roles such as
umpiring, timekeeper, scorer, film crew, journalist, first aid,
site manager and OH&S (duty team)

It is the coach/captains role to delegate who does what each

week (discussed in the administration lesson)

Other than explaining the roles in the first lesson or two the
teacher has very little involvement with the roles and board of
the team.

QUESTIONS?