Introduction to SEPEP

Overview

Students are introduced to SEPEP (Self, Environment, People, Expectations/Practices) as a simple decision-making framework for teamwork. They practise decision-making and leadership during structured team formation and cooperative games, with a focus on managing transitions and group dynamics.

Learning intentions

Students will:

• devise and use group decision-making strategies that show leadership and collaboration in a team formation task - refine a team’s approach by evaluating what worked and adapting during changes and transitions - use self-talk and encouragement to stay involved and help the team continue when challenges arise ## Success criteria Students can:
• explain and apply a SEPEP decision-making step during a team task, including how the group leader and members contribute (linked to AC9HP10M09)
• identify one change needed for smoother transitions (e.g., roles, communication, rules) and adapt it during the next round (linked to AC9HP10P02)
• use respectful communication and supportive encouragement to motivate self and others during the activity (linked to AC9HP10M09)

Curriculum links

• AC9HP10M09: devising, implementing and refining group decision-making strategies demonstrating leadership and collaboration
• AC9HP10P02: refining, evaluating and adapting strategies for managing changes and transitions
• Health and movement teamwork skills through cooperative games and role-based participation

Lesson structure (55 minutes)

1. 0–5 min · Arrival and purpose. Teacher briefs students on SEPEP and today’s goal (team formation + decision-making). Students listen and identify one example of a “good team decision” they’ve seen before.

2. 5–12 min · Warm-up: SEPEP communication drills. Teacher leads light dynamic movement (passing a soft ball in lines, change directions on cue) and pauses to model “STOP–THINK–DECIDE” using SEPEP prompts. Students move and practise speaking briefly: “Self: I can… / People: we need… / Expectations: next we…”.

3. 12–20 min · Explicit teaching: SEPEP + roles. Teacher explains SEPEP on the board (plain language prompts) and demonstrates a team transition routine (Signal → Roles → Plan → Try). Students practise in pairs for 60 seconds: make a quick decision about where to stand to receive/communicate.

4. 20–35 min · Team formation activity 1 (Structured Cooperative Square). Teacher forms mixed-ability groups of 4–6. Using the transition routine, groups must solve a ball-control/positioning challenge while the “role holder” rotates (Leader, Timekeeper, Safety Officer, Communicator). Students complete 2 rounds; for each round they choose a strategy using SEPEP and record one decision and one improvement.

5. 35–45 min · Quick reflection pause (micro-assessment). Teacher circulates with a simple checklist: leadership behaviours, collaboration, and decision clarity during transitions. Students do a 60-second “Hand signal self-check”: thumbs up/sideways/down for “I contributed”, “We communicated”, “We used SEPEP”.

6. 45–52 min · Team formation activity 2 (Initiative game: Build-and-Change). Teacher increases complexity by changing one condition halfway (e.g., fewer balls, different starting positions, new rule). Students adapt in real time: they must revise their plan and show one transition improvement, naming it aloud using SEPEP.

7. 52–55 min · Whole-class exit reflection. Teacher asks: “What SEPEP step helped most, and what will you try next time?” Students submit a short exit response on a slip: one win + one target for their next team task.

Resources

• SEPEP prompt cards (Self / Environment / People / Expectations/Practices)
• Cones, markers, soft balls/beanbags
• Role cards for Leader, Timekeeper, Safety Officer, Communicator
• Simple decision log sheets (one per group, pen/pencil)
• Teacher checklist for AC9HP10M09 and transition evidence for AC9HP10P02
• Coloured bibs or wristbands to identify roles temporarily
• Whistle/timer for clear transition signals

Assessment

• Formative teacher observation during activities: decision-making clarity, leadership behaviours, collaboration behaviours, and use of encouragement (AC9HP10M09 focus)
• Formative group evidence: decision log includes one strategy choice and one adaptation after a change (AC9HP10P02 focus)
• Exit reflection slip: identifies the most useful SEPEP step and one team improvement target

Differentiation

• Support for students needing structure:
• provide sentence starters for communication (e.g., “People need…”, “Expectations mean…”)
• assign roles with clear scripts (Safety Officer checks spacing; Communicator repeats the plan)
• Support for students needing reduced cognitive load:
• limit choices initially (two strategy options only) and increase complexity later
• allow visual SEPEP cards in each group
• Extension for high-achieving teams:
• challenge them to justify why their adaptation improves outcomes and to include a brief self-talk strategy they used when stuck
• Inclusion and safety:
• offer alternative participation methods (e.g., strategy caller, marker placer, timekeeper) for students with motor difficulties while still requiring decision-making and communication
• Language support (EAL learners):
• pre-teach key phrases for transitions and encouragement (“Next we…”, “I’ve got you”, “We can try again”)