AEB 3315

Physical Education
Pedagogy and Practice for Primary Students


























Tutor: Craig Trewavis








Assignment by:

Lauren Masters s3880507 lauren.masters@live.vu.edu.au

Gavin Abrahams s3880509 gavin.abrahams@live.vu.edu.au



Assessment 3
PE Program Planning and Curriculum Content for
P-6 - Unit of Work

Overview of Hypothetical school


School: Ascot Vale West Primary School
Location: 8 Langs Rd Ascot Vale VIC 3032

School sector: Government
School type: Primary
Year range: Prep-6
Total enrolments: 288

Demographics:
Language background other than English - 52%
Student attendance rate - 94%

Ascot Vale West Primary School has a diverse population, the school community embraces and
benefits from its multicultural mix. The school aims to embrace these cultural diversities through
the school community. This school shows that its very committed to the improvement of the
students learning through curriculum that focuses on the development of thinking and learning
strategies required for life long learning. This school really strives on working towards allowing
students to have a voice; they are continually working and making improvements on this area.

School facilities
Indoor stadium
Big Oval
Running Track
Large play equipment area
Netball courts x 1
Ash felt area
Football goals/Soccer goals
Large variety of sports equipment in an indoor
room.
Outdoor performance stage.





This school has a large range of different
equipment that is very accessible. It is a 2-
minute walk to the Leisure centre where
swimming is conducted. The school doesnt have
access to bikes so we were unable to include
Bike-ed into the unit planner.

Rationale for PE Program

This program is the primary physical education program for students in Ascot Vale West Primary
School. The purpose of this program is to provide students of all year levels with the adequate skills
and be equipped with the tools to lead healthy and physically active lives. This unit allows students
to learn skills from basic fundamental motor skills to complex skills and movement patterns,
students go onto learning about fitness and improving health along with participating in swimming
and athletics carnivals. This is set out with prep- Year 4 looking into lying the foundations and then
year 5-6 looking into the breadth and depth of what skills and understandings that they have learnt
prior.

This unit will look to help incorporate Australia's Physical Activity and Sedentary Behaviour
Guidelines in which it states children aged 5-12 are expected to;
For health benefits, accumulate at least 60 minutes of moderate to vigorous intensity physical
activity every day.
Childrens physical activity should include a variety of aerobic activities, including some vigorous
intensity activity.
On at least three days per week, children should engage in activities that strengthen muscle and
bone.
To achieve additional health benefits, children should engage in more activity up to several hours
per day.(Department of Health, 2014)

Along with the curriculum and AusVELS this program looks to achieve and provide students with
knowledge, skills and behaviours to enable them to achieve a degree of autonomy in developing
and maintaining their physical, mental, social and emotional health (AusVELS, 2011). The program is
made alongside the use of AusVELS and addresses all areas in which students are required to learn
according to the curriculum.
The teaching styles that will be conducted over the PE Unit will be problem solving, peer and self-
feedback, direct teaching and reciprocal teaching. Using different types of teaching methods is
important, the teacher doesnt always have to run the lesson it can be student lead with assistance
and guidance especially in the older grades.

We have put together a program in which students are going to be challenged physically and
mentally foremost, however it will also challenge students in a variety of other ways with their
vocabulary, mathematics, cultural awareness, sustainability and other areas of learning. This
program also incorporates different activities for those who are able to excel in certain areas and
has a core focus on inclusion having all students involved and participating. It also has incorporated
ICT into the program in which students will be using phones, iPads and laptops for various activities.
The program ultimately runs with the guidelines of the curriculum and gives students the best
opportunity to provide students with the knowledge, skills and behaviours necessary for the pursuit
of lifelong involvement in physical activity, health and wellbeing.

Equity Statement

As Physical Education teachers we need to value, respect and provide opportunities for each
student to learn, participate and feel safe within their environment. Its important that we cater and
structure all lessons and planning for not just one group of needs but also various different learners.
Respecting each students voice and their needs is important especially at this school as there is a
huge multicultural mix. All students will have a voice and be herd to and have an inclusive classroom
where all students feel belonged.

The school needs to create an environment that:
- Encourages high standards of achievement and enjoyment of learning by good teaching and
learning practice.
- Teachers to encourage personal growth and self-confidence with all students.
- Encourages students to develop, explore, and allow them to challenge themselves
individually.
- Values the diversity of Australian society and multiculturalism as a positive feature of our
society.
- Acknowledges and is sensitive to the culture, religious backgrounds and prior experiences of
all students regardless of their gender, ethnicity or beliefs.
- Acknowledges the diversity of students and their life circumstances, and the need for
particular strategies, which can enhance engagement and equitable outcomes among all
students.












Strategies for addressing issues such as

Gender

The classes will be run as a coeducational throughout the entire year. This is important as it
incorporates teamwork and working with the opposite sex. This will help to challenge
students and engage students in a variety of ways.
There will be times in which strategies will have to be implemented if needed to make sure
that every student has a fair opportunity and is not feeling left out due to their gender.
Teachers will look to implement scoring techniques or other activities in which may involve
those who may feel disengaged due to gender differences.
Its important when grouping students that sometimes its best to partner up girls with girls
and boys with boys. Also allowing the students sometimes to have a choice.
Provide safe and harassment free learning environments and actively involve students in
establishing and maintaining standards of behaviour.
Involve students in decision making about the content of health and physical education to
value and include diverse interests and desires.

Culture awareness

Respect diversity by including content and forms of physical activity that are valued within
cultures outside our own.
Teachers will need to understand of the different backgrounds and cultures that their
students are a part of. Understanding beliefs and backgrounds of different cultures can help
teachers understand students needs and priorities prior to classes. Teachers need to avoid
stereotypical judgements and teach to understanding individual cultures.
Dress codes will be flexible and teachers will need to be aware of students dress
requirements so that this can be catered for.
If students have problems with participation in certain areas of PE due to culture differences
teachers will provide other ways of joining in without letting the student be left out.

Asthma

Asthma awareness is important for the teachers, understanding the effects and outcomes
that this may have on students participation levels. However, if managed and treated
effectively we should be able to limit these affect and students will be able to participate in
full.
Teachers will need to understand the students asthma plan, have quick access to
medication needed, and recognise and control the asthma triggers. With these in mind
students who suffer from this chronic disease should be better equipped to participate more
readily in physical activity.
Catering for students with Asthma means modifying the games or activities sometimes so it
suits all needs and that the person with asthma doesnt miss out.






Equity

Every child should be given equal opportunity and ways of doing this is allowing students to
have a voice.
Having equity through teaching will allow all students to have the same opportunity in
learning experiences at an appropriate level for their needs and provided the support
needed.
Furthermore, students need to feel safe and comfortable in their environment or classroom;
this involves students not feeling disadvantaged or humiliated because of culture, gender,
racial background, sexuality, language spoken of SES status. As teachers this must be
ensured and vital to your classroom activities, your own teaching and the peer views of one
another.
Have Rotations of jobs or things that students enjoy doing so everyone et the opportunity.


Inclusion

This is the belief that teachers have for students in physical education classes. Teachers
follow that all students should be included this is irrespective of their level of ability or
disability or cultural, social or racial background.
With this as the forefront for teachers in PE students should always feel that they are
involved and have voice in the class.
Inclusion requires giving all students an opportunity to participate in learning experiences at
an appropriate level and with appropriate support.
Including students in activities and giving them a role even if they have behaved badly shows
that they are still participating but not fully. I believe in not letting a child sit out, as PE is
such an important learning domain.
















Description of strategies for differentiation and engagement
that will be used.

Differentiation Strategies

Meeting the needs of diverse learners in an inclusive setting involves taking into account what
each child needs from this climate in order to feel comfortable, motivated, and successful (Ellis,
Lieberman, & LeRoux, 2009)

Differentiation can occur across three dimensions:
Content (what students should know and be able to do, and the materials that will support
them in their learning).
Processes (the activities that help students make sense of their learning); and
Products (the range of evidence students provide of their learning). (Tomlinson, 1999)

Strategies
Pace work through at own speed
Modify tasks so that everyone is achieving at their own ability level.
Grouping students based on their abilities, interest in a certain area of content,
Differentiate skill instruction.
Space Change amount of space that they have, specify zones.
Cater for students who have culture and gender circumstances.
Give students roles- Students can work to their strengths by taking on roles such as umpire,
captains, scorers.
Change equipment
Differentiate by content speed, difficulty and size of team.


Engagement Strategies

(Mitchell ,2013) state that maximising engagement for students in the big picture you need to
consider; Choice and consultation, Relationships with the students and skill preparation. (Mitchell,
Gray, & Inchley, 2013)

There are 3 barriers to participation, Psychological, Social and Environmental, so considering all
these factors is key.

Rules and routines help students stay engaged. (example; have a whistle and when blown it
means stop, sit and listen where you are)
Class rules should be limited in number, taught as concepts, and reinforced consistently.
Modifying games/ activities so its fun and inclusive for all students.
Solve minor discipline issues to prevent major ones from occurring.
Build a good relationship with all students.
Implement rules so all students are engaged Example; ball has to go to everyone before
you can score a goal.
Setting zones- ball has to go to one person in each zone
Cross Curriculum Priorities, general capabilities and an ICT
statement.


Cross Curriculum Priorities

Aboriginal and Torres Strait islanders

Throughout the year students will take part in a dance unit where they will engage and take part in
a variety of multicultural dances. Being at a very multicultural school with aboriginal and Torres
strait islanders this will allow students to have a deeper understanding and appreciation of
Aboriginal and Torres Strait Islander histories and cultures and the significance of Australians and
the impact they have had on the land.

Sustainability

Students will be exposed to outdoor and indoor environments while participating in a variety of
complex skills and activities throughout this year of physical education. Students through discussion
and participation in lessons will talk about how physical activity improves their individual health and
participation in out of school activities and sport. Students will understand through activities how
the environment can change when playing different sports and games.

Asia and Australias engagement with Asia

Students at this school focus on an inquiry unit of Culture, so students in this physical education unit
will talk about what sports different cultures play. Example; we are looking at bat tennis and even
table tennis so within this we can discuss that Asia is big for this sport as it is big for Soccer and also
hockey.

General Capabilities

Throughout the curriculum students will be exposed to different vocabulary throughout each unit
they are taught. Students in PE will be exposed to speaking and listening skills through basic
instructions, task cards handed out through stations and circuits and written feedback and
assessment through peer assessment. When it comes to numeracy, students will be continually be
counting throughout their lessons wether it be the amount of catches, passes, skips, jumps, hops,
timing someone, number of laps, metres run or even scoring a teams points. Students will critically
think and analyse their learning through participation and reflection. This will be completed through
the class as well as at the end of each lesson. Students will socially interact with others that they
dont usually interact with out of class; they will use team-building skills to create a happy, safe and
workable environment.

ICT statement

ICT will be used through watching YouTube clips of skills, sports, scenarios and dance clips. Students
will use video cameras to record their dance routines and for sports and skills that need feedback
and assessment. IPods and Ipads will be used for music and photography of students participation.
Students need to be exposed to ICT through different domains of learning and using it in physical
education is a great way to engage students while being active.

Health & Safety Considerations


Teachers that are going to be going with the students to swimming will be required to have their
AusSwim qualification up to date in case of emergency. All classes will have been assessed from
low, medium and high-level safety concern. This will enable policy guidelines that will need to be
adhered to in order to identify, minimise and mitigate the inherent risks.

It is vital that all teachers that will be involved in teaching this program are up to date with the
latest guidelines and understand what is expected of them in terms of providing safety for all
classes. This program will require specific health and safety requirements. Teachers will be expected
to have the basic CPR training and understand any physical and dietary requirements students may
have.

Safety considerations that should be considered are;
- Area in which your teaching
- Student to Space ratio
- Weather
- Difficulty and level of risk of activities
- Skill level of students in certain activities
- Precautionary measures (Spotters ect)
- Correct use of equipment
- Loose obstacles and equipment laying around (tripping hazards)
- Setting appropriate boundaries
- Use of equipment for activity.
- Vision of students at all times.
- Excursion policies and procedures

Below is a website that will help to assess any safety considerations that may be concerned with the
program
http://www.education.vic.gov.au/school/principals/spag/curriculum/pages/safesport.aspx

Risk Assessment that needs to be made
for school


Risk management is about having better
planning and decision making which in
turn will result in better educational
outcomes.
Shown here is a risk management plan in
which is provided by DEECD in which is
used as a framework for schools to go by.



Equipment Resource List

Colour tennis Badminton raquets Football
Parachute Shuttles Balls size 2, 3
Ball launcher Badminton Net Gaelic ball
Pellet balls Raquet stand Hockey
Catch cup Baseball/softball/teeball Balls
Kannon catch Bats small/med/large Sticks
Scoop set Foam bats Rugby balls
Rounders bat Balls Tag belts
Plastic bats - tee balls Soccer
Bocce - softball Goals
Colour bands - rubber balls Balls 3, 4, 5
Colour bibs - foam balls Table tennis
Cones Ball cage Net and post
Witches hats Gloves right/left hand Balls
Spot markers Helmets Bats
Phys. Ed Tee Tables
Hurdles Catchers gear Volley ball
Relay batons - Helmet Soft touch balls
Stop watches - chest guard Volleyballs
Measuring tapes - leg guards Net
High jump stands - throat protector Fitness
High jump mats Basketball Ladder
High jump pole Portable hoop Yoga mats
Discus Balls size 3, 5, 6 Mini hurdles
Shot put Colour shirts Boxing kits
Long jump mat Cricket Zumba set
Gymnastics Safe bats small/med/large Bat Tennis
Wedge Batting tee (cone) Stands
Log Reaction ball Rails
Mini tramp Plastic stumps Bats
Beat board Rebound net Tennis balls
Mats Tennis balls Netballs
Ribbons Skipping ropes Plastic chickens
Bean bags Frisbees
Plastic bowling set AFL handball target
Portable goals Rebound net



Resources / Reference List


Callcott D, Miller J, Wilson-Gahan S, Health and Physical Education, Preparing Educators for the
Future, Chapter 6 - Planning for teaching and learning, Cambridge University Press

Ellis K., & Lieberman, L., & LeRoux, D. (2009). Using differentiated instruction in physical education.
Palaestra, 24. Available URL: http://www.aph.org/pe/art_ellis.html

Websites

Acara Website - http://www.acara.edu.au/default.asp

Achper Website - http://www.achper.org.au

Ausport Website - http://www.ausport.gov.au

DEECD website -
http://www.education.vic.gov.au/school/principals/spag/curriculum/pages/safesport.aspx

AusVELS - http://ausvels.vcaa.vic.edu.au

My school - http://www.myschool.edu.au

School sports Australia - http://www.schoolsport.edu.au

Jump Rope for Heart
http://www.heartfoundation.org.au/sites/jumpropeforheart/pages/default.aspx

Australian Sports Commission - http://www.ausport.gov.au

Play by the Rules http://www.playbytherules.net.au

Fundamental Motor Skills Manual
https://www.eduweb.vic.gov.au/edulibrary/public/teachlearn/student/fmsteachermanual09.pdf

Ascot Vale Leisure Centre - http://www.ascotvale.ymca.org.au














Physical Education - Yearly Planner 2015
Year level
Term 1 - 28
th
Jan 27
th
March Term 2 13
th
April 26
th
June Term 3 13
th
July 18
th
Sep Term 4 5
th
Oct- 18
th
Dec
Prep
PMP stations (6 weeks)

Team building activities
(3 weeks)

Aquatic (6 weeks)

Ball handling games (2 weeks)

Minor Games (2 weeks)

PMP (6 weeks)

Dance (4 weeks)

Gymnastics (6 weeks)

Modified Sport Games (5 weeks)
Grade 1/2
Teambuilding Activities (2 weeks)

FMS (2 weeks)

Modified Sport games
(Basic motor skills, movement
patterns) (5 weeks)

Aquatics (6 weeks)

FMS- running, Kicking (2 weeks)

Cross Country (2 weeks)

Dance (3 weeks)

Modified Athletics (4 weeks)

Modified Sport games
(Basic motor skills, movement
patterns) (3 weeks)

Athletics Carnival (1 week)

Gymnastics (4 weeks)

Tee ball (3 weeks)

Rounders (3 weeks)

Grade 3/4
Modified major games
- Basketball (4 weeks)
- Netball (4 weeks)

Modified games (1 week)


Aquatics (6 weeks)

Cross country (2 weeks)

Invasion Games (2 weeks)


Athletics (5 weeks)

Dance (3 weeks)

AFL football (3 weeks)
Athletics Carnival (1 week)

Gymnastics ( 4 weeks)

Hockey (4 weeks)

Bat Tennis (2 weeks)

Grade 5/6
Outdoor Education (2 weeks)

Invasion Games (4 weeks)

Bat tennis (3 weeks)

Cross country (2 weeks)

Ball skills and minor games (4 weeks)

Net and Wall games (5 weeks)

SEPEP

Athletics (1 week)

AFL (2 weeks)

Striking and fielding games (4 weeks)

Soft ball / Tee Ball (4 weeks)

Modified Sport Games (3 weeks)

Dance graduation (4 weeks)

Sport Education (4 weeks)

SEPEP


TERM 1 Planner


Year
Level
Week 1 Week 2 Week 3 Week 4

Week 5

Week 6

Week 7

Week 8 Week 9


PREP

PMP stations
- Stilts (body balance)
- Grippers (throwing
and catching)
- Basketball hoop
bounce (throwing and
catching)
- Skipping (jumping)
- Chicken shuttle runs
- Basketball bounces
through cones
(dribbling)

PMP stations
- Chicken Runs (running)
- Jumping Sacks (jumping,
balance)
- Beanbag Toss (throwing,
aiming)
- Tightrope Walks on
skipping ropes (balance),
- Rebound Ball Throws
(throwing, catching)
Ladder Runs (agility)

PMP stations
-
- Chicken Runs
- Ladder Runs
- Obstacle Course
- Skittles
- Scooter Boards
- Frisbees.

PMP stations
- Chicken shuttle Runs
- Hoop Ball Bounce
- Grippers
- Stilts
- Launch boards
- Balloon tap

PMP stations
- Throw ball at rebound
net.
- Balance on beam
- Jumping sacks
- Dribbling
- Ladder run

PMP stations
- Hopping
- Skipping
- Throw & catch
- Balancing beam
- Obstacle course

Team building
games
- Shuttle ball
- Ordering game
- Blob relay
- Bucket ball
- numbers

Team building games
- Bean bag scramble
- Untangle
- Mine fields
- Parachute Game


Team building
games
- Line tag
- Form groups of
- Hoops (around the
circle)

Grade
1/2

Teambuilding
Activities
- Group activities
- Partner activities
- Team work games
- FMS skills &
activities


Teambuilding
Activities
- Group activities
- Partner activities
- Team work games
- FMS skills &
activities


FMS Activities
- Bouncing & catching
Activities
- Ball bounce



FMS Activities
- Overhand throwing
with related modified
games.




FMS Activities
- Leap & Dodging
through modified
games/ activities



FMS Activities
- Jumping
- Throwing
- Running
- Circuit run


Modified Sports

Bats and balls
Working with
partners and teams


Modified Sports
games

Modified Cricket
Activities


Modified Sports
games

Modified Soccer
Activities


Grade
3/4

Modified Games
Basketball
- Dribbling activities
- Relays

Modified Games
Basketball
- Passing and
Catching
- Zig zag passing
- Partner work



Modified Games
Basketball
- Defending
- Attacking
- shooting
- Dribblers & Robbers

Modified Games
Basketball
- Shooting
- All skills
- Modified game
- Numbers

Modified games -
Netball
- Different types
of passing
- Bounce
- Shoulder
- Chest

Modified games -
Netball
- Looking at Spatial
awareness
-



Modified games -
Netball
- Attacking/
defending
- Circuit of drills

Modified games -
Netball
- mini games
- Modified game

Modified games
Netball
- Mat ball
- End ball


Grade
5/6

Outdoor Education
- Orienteering skills &
activity


Outdoor Education
- Obstacle course on oval

Outdoor Education
- Park excursion / bush
walk

Invasion Games
- Games that
focus on Space
- Where to run/move
to




Invasion games
- Games that focus
on risk
-Which option to
take

Invasion Games
- Games that
focus on Time
- When to run
- When to pass

Invasion Games
- Awareness of
Time
Risk
Space

Bat tennis

- Bat and ball skills

Bat Tennis

- mini bat
tennis games
Students have 4 student free days as teachers have Professional development as well as assessment and report writing.
TERM 2 Planner



Year
Level
Week 1 Week 2 Week 3 Week 4

Week 5

Week 6

Week 7

Week 8 Week 9 Week 10


PREP


Aquatics - with
classroom teacher

Run by Ascot Vale
Leisure Centre


Aquatics - with
classroom teacher

Run by Ascot Vale
Leisure Centre


Aquatics - with
classroom teacher

Run by Ascot Vale
Leisure Centre


Aquatics - with
classroom teacher

Run by Ascot Vale
Leisure Centre


Aquatics - with
classroom teacher

Run by Ascot Vale
Leisure Centre


Aquatics - with
classroom teacher

Run by Ascot Vale
Leisure Centre

Ball handling
- Ball skills
- Use a variety of
different balls in
games.



Ball handling
-Playing a variety
Of Games using
Different balls

-Students explore
Use of ball
handling
In different sports

FMS

Individual and
Team games
Run/kick/ pass

FMS

Individual and
Team games
Jump/Leap/
Dodge

Grade
1/2


Aquatics - with
classroom teacher

Run by Ascot Vale
Leisure Centre


Aquatics - with
classroom teacher

Run by Ascot Vale
Leisure Centre


Aquatics - with
classroom teacher

Run by Ascot Vale
Leisure Centre


Aquatics - with
classroom teacher

Run by Ascot Vale
Leisure Centre


Aquatics - with
classroom teacher

Run by Ascot Vale
Leisure Centre


Aquatics - with
classroom teacher

Run by Ascot Vale
Leisure Centre


Minor Games

Different engaging
Games
-Octopus
-Tag games


Minor Games

Different engaging
Games
-Running
-Invasion


Cross Country

- Running
techniques
- Starts
- Sprints


Cross Country

Event

Grade
3/4


Aquatics - with
classroom teacher

Run by Ascot Vale
Leisure Centre


Aquatics - with
classroom teacher

Run by Ascot Vale
Leisure Centre


Aquatics - with
classroom teacher

Run by Ascot Vale
Leisure Centre


Aquatics - with
classroom teacher

Run by Ascot Vale
Leisure Centre


Aquatics - with
classroom teacher

Run by Ascot Vale
Leisure Centre


Aquatics - with
classroom teacher

Run by Ascot Vale
Leisure Centre



Invasion Games

Tag Football
Shuffle Ball


Invasion Games

Dodgeball
Poney Tag
Tag football


Cross Country

- Running
techniques
- Starts
- Sprints


Cross Country

Event

Grade
5/6

Ball Skills & Minor
Games



Ball Skills & Minor
Games

Ball Skills & Minor
games

Ball Skills & Minor
games

Net & Wall games

Volleyball
- Meteor ball
- volley ball skills


Net & Wall games

Volleyball
- Volley ball skills
- Mini games

Net & Wall games

Badminton

Net & Wall games

Badminton

Cross Country

- Running
techniques
- Starts
- Sprints

Cross Country

Event
TERM 3 Planner

Year
Level
Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10


PREP
PMP

Eye Tracking
Underarm toss
Balloon tap
Throwing/
Catching
PMP

Eye track
Balloon tap
Pencil roll.
Balancing

PMP

E/T
Hop,
forward jump
Caterpillar
Two handed
bounce

PMP

Eye tracking.
Hop & Jump
Forward jump
Monkey walk
Hand
Dance

Intro to Dance
Fun Dances
Dance Games
Creative Movement

Dance

Choose Songs
Create Dance
Dance

Revise Dance
Complete Dance

Grade
1/2
Dance

Dance intro
Fun dances

Dance

Free dance
Trial routine
Cultural
damce


Dance

Revised Routine
Complete

Mod. Athletics

Rope hurdles
Hoop hop
Long Jump
Mod. Athletics

Short run
Running Activities
Modified
Discuss.
Mod. Athletics

Relay Runs
Throwing activities
Underarm/Over arm


Mod. Athletics

Running activities
Throwing Activities


Mod. Athletics

Jumping activities
Running and
Jumping
Discussion and
overview

Sport Games

Modified
Sports
Basketball:
Dribbling
Sport Games

Modified Sports
Basketball:
Passing


Grade
3/4
Athletics

Long Jump
Jumping Activities
Athletics

High Jump
Jumping
Activities
Athletics

Discus
Shot put
Throwing
activities
Athletics

Small Hurdles
Running and
Jumping activities
Athletics

Relay Running
Running
Activities
Dance

Dance intro
Intro to Routine

Dance

Continue Routine


Dance

Complete and
Perform Routine

AFL

Hand passing
Bouncing
AFL

Marking
Kicking


Grade
5/6

Athletics

Athletics Carnival
AFL

Rules
Hand
passing
Bouncing
Marking
AFL

Kicking
Defence
Rules
Short team
games
Striking and
Fielding

Basic Striking
Stance
Holding Bat
Striking and
Fielding

Catching and
Throwing
Striking and
Fielding

Small Team
Games
Striking and
Fielding

Striking and
Fielding activities
Soft Ball


Rules and Skills
Soft Ball


Full Game
Tee Ball


Rules and Full Game
TERM 4 Planner

Year
Level
Week 1

Week 2

Week 3

Week 4

Week 5

Week 6

Week 7

Week 8

Week 9

Week 10

Week 11




PREP
Gymnastics
Intro to gymnastics
Small games and
Activities
Gymnastics
Bunny hop on Springboard
Walk on beam
Balance on 1Foot.
Partner Gymnastics
Beam wall
Log roll on Crash mat
Gymnastics
Finish up with
Revision week

Small routine
and
Gymnastic
display
Mod. Sport
Games

Basketball
Passing
Dribbling
Mod. Sport
Games

Basketball
Defence
Shooting
Small Game
Mod. Sport
Games

Cricket
Bowling
Fielding
Mod. Sport
Games

Cricket
Batting
Small Game
Mod. Sport
Games

Rounders Match

Grade
1/2
Athletics
Carnival

All events
Gymnastics

Intro gymnastics
Small games and
activities
Gymnastics

Bunny hop on
Springboard
Walk on beam
Balance on 1
Foot.
Partner
Gymnastics
Gymnastics

Learn small
routine
Follow
instructions
Gymnastics

Perform routine
Revise on
gymnastics
learnt
Tee ball

Intro Fielding Full Match
Throwing Batting
Catching Rules
Rounders

Intro into rules
Fielding
Catching

Small modified
match
Rounders

Throwing
Batting

Full Match Round Robin


Grade
3/4
Athletics
Carnival

All events
Gymnastics

Bunny hop on
Springboard
Walk on beam
Balance on 1
Foot.
Partner
Gymnastics

Gymnastics

Walk along beam
and land in hoop
Egg roll down
Crash mat....
Gymnastics

Walk along beam
Jump 1/2 turn
and land.
Run onto .
Gymnastics

Log roll down
Crash mat.
Run bunny
Hop onto
Springboard
and land.
Hockey
Intro to game Passing, Defending
Plastic sticks Checking Structure
And ball flick Team games Full Matches
Passing Shooting
Bat Tennis

Intro to Rules
Forehand
Backhand
Bat Tennis

Round Robin Competition
Singles/Doubles


Grade
5/6
Mod. Sport
Games

Basketball/Netball

Rules and Round
robins
Mod. Sport
Games

Basketball/Netball

Rules and Round
robins
Mod. Sport
Games

AFL

Rules and Round
robins
Sport Education


Hockey

Modified,
with rules and
skills
Sport Education


Lacrosse

Modified, with
rules and skills
Dance graduation

Lessons for dance
Group dance
Solo performances
Structure of dance

Dance Graduation

Rehearsal for dance
Practice with venue
Last practice
Sport Education

Lacrosse

Modified, with rules and skills
Unit Plan

Term 1 Grade: Prep/Foundation 9 lessons/weeks
PMP Stations (6 weeks)

PMP is different because it aims to develop the child rather than the skill. It is not purely a motor
programme. It is a perceptual motor programme where language is the key factor in providing the
perceptual knowledge about the motor experience. The programme has it's roots in the development of
language, the gaining of problem solving skills, and general readiness areas.

In Semester 1 the students in Grade Prep will focus on a range of Fundamental Motor Skills such as
Catching, Kicking, Running, Skipping and Jumping using a variety of equipment. As a part of the Perceptual
Motor Program (PMP) the students began to develop gross motor skills such as hopping, crawling, throwing,
rolling, balancing, twisting, turning and moving in and out of positions.

Focus Questions
- What skills are we learning in this lesson?
- How can we use these skill or activity in other games?

Learning Objectives / Outcomes

- For students to learn basic fundamental motor skills
- For students to gain greater awareness of problem solving, their Confidence, Memory, language and physical
education skills through various activities.
- Students will become aware of spatial awareness, body control and balance
- To work cooperatively with other students.
- Problems are solved, language skills developed, and complex, coordinated physical skills emerge, allowing
children to take on more sophisticated forms of social interaction such as team sports and dance.

Cross Curriculum Priorities
ICT Students will be exposed to listening to music through the IPods and speakers in both PMP and Team building
activities throughout the unit. Students will also be using the iPad to record and take photos of the classroom
activities.
Sustainability - Students will participate in PMP both in inside and outside environments, depending on the
activities and weather. Students through physical education will learn what sports and activities are played in what
types of environment.
Learning Experiences
- Interaction with other students
through participation in activities.
- Students develop language through
physical education
- Learn basic Fundamental motor
skills.
- Engage in a variety of different
activities.
Assessment
- Teacher checklists (have each learning skill and the students name
in a table and tick if they are able to do that correct skill.
- Keep journals of students and their progression.
- Feedback assessment (ensure that you are giving students
feedback in each class, wether it is as a whole group or
individually.
- Assessment through videoing on the Ipads and class interactions.

AusVELS standards
Students begin to develop basic motor skills such as running, hopping, jumping, skipping, catching, throwing,
kicking, rolling, balancing, twisting and turning.
They explore ways of moving and developing control when stopping, starting, springing, landing, and changing
direction and speed.
They learn simple rules and procedures for safe movement, and how to follow instructions.
They use simple vocabulary to describe movement, the physical responses of their bodies to activity and their
feelings about participation in physical activity.
When participating in movement and physical activities, they follow rules and procedures and share
equipment and space safely.


Lesson Plan 1

Lesson Topic: PMP stations Unit Topic: PMP Year Level: Prep / Foundation
Lesson Duration: 60 minutes Hypothetical School: Ascot Vale West Primary

PMP aim: To develop a broad range of fundamental motor skills e.g. running, throwing, catching,
dribbling, jumping etc.

Lesson Outcomes & Success Criteria
Ability to work effectively and cooperatively in small group situations
Develop confidence in their body and spatial awareness.
Develop confidence using a variety of equipment independently and in small groups
Develop fundamental motor-skills, displaying new awareness of technique both physically and verbally



AusVELs
Students begin to develop basic motor skills such as running, hopping, jumping, skipping, catching, throwing,
kicking, rolling, balancing, twisting and turning.
They explore ways of moving and developing control when stopping, starting, springing, landing, and changing
direction and speed.
They learn simple rules and procedures for safe movement, and how to follow instructions.
They use simple vocabulary to describe movement, the physical responses of their bodies to activity and their
feelings about participation in physical activity.
When participating in movement and physical activities, they follow rules and procedures and share
equipment and space safely.
Time Activity/Content Organisation Equipment

5 min
Warm Up Activity

1 lap around the oval / basketball court

Scarecrow Tiggy 1 tagger, once tagged arms and legs spread
out standing, to get back in person who is still in goes under legs
to free person standing.


Scarecrow Tiggy
Whole group
game.


Sash for tagger

45
min
Skills Activity - Stations
1. Stilts (body balance),
2. Grippers (throwing and catching, hand eye co-
ordination),
3. Basketball hoop bounce (handballs - throwing and
catching)
4. Skipping (jumping)
5. Chicken shuttle runs (running),
6. Basketball bounces through cones (dribbling)
Skills - Manipulation of all fundamental motor skills on a basic
level



Divide students
up into 6 groups

Students spend 5
minutes at each
station then
when whistle is
blown rotate
around


Stilts, Cones,
Hand grippers,
Tennis Balls,
Handballs,
Hoops, Skipping
Ropes, Rubber
chickens,
basketballs.

5 min Cool Down
- Talk to students about skills that they learnt in the PMP
session.

Students are
seated for
questioning

Lesson Plan 2

Lesson Topic: PMP stations Unit Topic: PMP Year Level: Prep / Foundation

Lesson Duration: 60 minutes Hypothetical School: Ascot Vale West Primary

PMP aim: To develop a broad range of fundamental motor skills e.g. running, throwing, catching,
dribbling, jumping etc.

Lesson Outcomes & Success Criteria
Ability to work effectively and cooperatively in small group situations
Develop confidence in their body and spatial awareness.
Develop confidence using a variety of equipment independently and in small groups
Develop fundamental motor-skills, displaying new awareness of technique both physically and verbally




AusVELs
Students begin to develop basic motor skills such as running, hopping, jumping, skipping, catching, throwing,
kicking, rolling, balancing, twisting and turning.
They explore ways of moving and developing control when stopping, starting, springing, landing, and changing
direction and speed.
They learn simple rules and procedures for safe movement, and how to follow instructions.
They use simple vocabulary to describe movement, the physical responses of their bodies to activity and their
feelings about participation in physical activity.
When participating in movement and physical activities, they follow rules and procedures and share equipment
and space safely.
Time Activity/Content Organisation Equipment

5 min
Warm Up Activity

1 lap around the oval / basketball court

Chain Tag Everyone is spread out there is one person
it, the first person they tag holds the taggers hand and
they go around trying to tag everyone.



Chain tag
whole group
game.


No equipment




45
min
Skills Activity Stations

1. Chicken Runs (running),
2. Jumping Sacks (jumping, balance),
3. Beanbag Toss (throwing, aiming)
4. Tightrope Walks on skipping ropes (balance),
5. Rebound Ball Throws (throwing, catching),
6. Ladder Runs (agility)

Skills - Manipulation of all fundamental motor skills on a
basic level


Divide
students up
into 6 groups.

Spend 5
minutes at
each station
then rotate.


Rubber Chicken,
Jumping Sacks,
Beanbags,
Hoops, Skipping
Ropes, Rebound
nets, Balls,
Ground Ladder,
Cones.

5 min Cool down

Reflection of skills that were learnt Questioning

Students are
seated for
questioning

Lesson Plan 3

Lesson Topic: PMP stations Unit Topic: PMP Year Level: Prep / Foundation

Lesson Duration: 60 minutes Hypothetical School: Ascot Vale West Primary

PMP aim: To develop a broad range of fundamental motor skills e.g. running, throwing, catching,
dribbling, jumping etc.

Lesson Outcomes & Success Criteria
Ability to work effectively and cooperatively in small group situations
Develop confidence in their body and spatial awareness.
Develop confidence using a variety of equipment independently and in small groups
Develop fundamental motor-skills, displaying new awareness of technique both physically and verbally



AusVELs
Students begin to develop basic motor skills such as running, hopping, jumping, skipping, catching, throwing,
kicking, rolling, balancing, twisting and turning.
They explore ways of moving and developing control when stopping, starting, springing, landing, and changing
direction and speed.
They learn simple rules and procedures for safe movement, and how to follow instructions.
They use simple vocabulary to describe movement, the physical responses of their bodies to activity and their
feelings about participation in physical activity.
When participating in movement and physical activities, they follow rules and procedures and share equipment
and space safely.
Time Activity/Content Organisation Equipment

5 min
Warm Up Activity

1 lap around the oval

Follow the leader along the lines (skipping, jumping,
galloping) using names of animals to make it fun)





Whole group
game.


No equipment




45
min
Skills Activity Stations

1. Chicken Runs (running,
2. Ladder Runs (co-ordination & agility)
3. Obstacle Course (co-ordination)
4. Skittles (aiming)
5. Scooter Boards (balance)
6. Frisbees (throwing & catching)
Skills - Manipulation of all fundamental motor skills on
a basic level



Divide students
up into 6
groups.

Spend 5 minutes
at each station
then rotate.

Rubber Chicken,
Cones, Ground
Ladder, Skittle
Set, Scooter
Boards, Frisbees,
Cones, Obstacles
Tunnels, round
feet mats,
jumping rope


5 min Cool Down
Reflection of skills that were learnt Questioning

Students are
seated for
questioning

Lesson Plan 4

Lesson Topic: PMP stations Unit Topic: PMP Year Level: Prep / Foundation

Lesson Duration: 60 minutes Hypothetical School: Ascot Vale West Primary

PMP aim: To develop a broad range of fundamental motor skills e.g. running, throwing, catching,
dribbling, jumping etc.

Lesson Outcomes & Success Criteria
Ability to work effectively and cooperatively in small group situations
Develop confidence in their body and spatial awareness.
Develop confidence using a variety of equipment independently and in small groups
Develop fundamental motor-skills, displaying new awareness of technique both physically and verbally




AusVELs
Students begin to develop basic motor skills such as running, hopping, jumping, skipping, catching, throwing,
kicking, rolling, balancing, twisting and turning.
They explore ways of moving and developing control when stopping, starting, springing, landing, and
changing direction and speed.
They learn simple rules and procedures for safe movement, and how to follow instructions.
They use simple vocabulary to describe movement, the physical responses of their bodies to activity and
their feelings about participation in physical activity.
When participating in movement and physical activities, they follow rules and procedures and share
equipment and space safely.
Time Activity/Content Organisation Equipment

5 min
Warm Up Activity

1 lap of Oval

Octopus 2 taggers in middle, students run up to
other end of basketball court, if tagged they stand
there to tag others who run past.


Whole group
activity



No equipment



45
min
Skills Activity Stations

1. Chicken Run,
2. Hoop Ball Bounce,
3. Grippers,
4. Tennis ball throw
5. Obstacle course tunnels
6. Jumping jacks

Skills - Manipulation of all fundamental motor skills
on a basic level


Divide students
up into 6
groups.

Spend 5
minutes at
each station
then rotate.


Rubber chicken, Hoops,
Handballs, Grippers, Tennis
Balls, Cones, tunnelsBeanbags,
Scooter Boards.
5 min Cool Down Games
Reflection of skills that were learnt Questioning

Students are
seated for
questioning

Lesson Plan 5

Lesson Topic: PMP stations Unit Topic: PMP Year Level: Prep / Foundation

Lesson Duration: 60 minutes Hypothetical School: Ascot Vale West Primary

PMP aim: To develop a broad range of fundamental motor skills e.g. running, throwing, catching,
dribbling, jumping etc.

Lesson Outcomes & Success Criteria
Ability to work effectively and cooperatively in small group situations
Develop confidence in their body and spatial awareness.
Develop confidence using a variety of equipment independently and in small groups
Develop fundamental motor-skills, displaying new awareness of technique both physically and verbally




AusVELs
Students begin to develop basic motor skills such as running, hopping, jumping, skipping, catching,
throwing, kicking, rolling, balancing, twisting and turning.
They explore ways of moving and developing control when stopping, starting, springing, landing, and
changing direction and speed.
They learn simple rules and procedures for safe movement, and how to follow instructions.
They use simple vocabulary to describe movement, the physical responses of their bodies to activity and
their feelings about participation in physical activity.
When participating in movement and physical activities, they follow rules and procedures and share
equipment and space safely.
Time Activity/Content Organisation Equipment

5 min
Warm Up Activity

1 lap of Oval run, walk, run.

Circle warm up activities jogging, jumping, star jumps,
etc


Whole group


No equipment.




45
min
Skills Activity - Stations

1. Hopping one foot, around cone, on spot, turning
around etc
2. Throwing students will throw at a target on the
wall and try and get a score and keep improving
that score.
3. Balloon balancing a balloon tapping it up (hand
eye co-ordination)
4. Agility run around cones students need to
dodge off cones and complete a course.
5. Dribbling students dribbling around a cone.
6. Balancing beam walking on a plank.



Divide students
up into 6
groups.

Spend 5
minutes at each
station then
rotate.


Cones, plank,
tennis balls,
basketballs,
chickens,
target, balloons
5 min Cool Down Game
Reflection of skills that were learnt Questioning


Whole group

Lesson Plan 6

Lesson Topic: PMP stations Unit Topic: PMP Year Level: Prep / Foundation

Lesson Duration: 60 minutes Hypothetical School: Ascot Vale West Primary

PMP aim: To develop a broad range of fundamental motor skills e.g. running, throwing, catching,
dribbling, jumping etc.

Lesson Outcomes & Success Criteria
Ability to work effectively and cooperatively in small group situations
Develop confidence in their body and spatial awareness.
Develop confidence using a variety of equipment independently and in small groups
Develop fundamental motor-skills, displaying new awareness of technique both physically and verbally





AusVELs
Students begin to develop basic motor skills such as running, hopping, jumping, skipping, catching,
throwing, kicking, rolling, balancing, twisting and turning.
They explore ways of moving and developing control when stopping, starting, springing, landing, and
changing direction and speed.
They learn simple rules and procedures for safe movement, and how to follow instructions.
They use simple vocabulary to describe movement, the physical responses of their bodies to activity and
their feelings about participation in physical activity.
When participating in movement and physical activities, they follow rules and procedures and share
equipment and space safely.
Time Activity/Content Organisation Equipment

5 min
Warm Up Activity

Ship, shark, shore everyone is in a line shore to the
left of the line, shark to the right of line and ship where
they are standing. Scrub the deck, captains wife etc to
go with it.



Whole group
activity







45
min
Skills Activity
1. Rolling/ Crawling activity through tunnel and
back.
2. Throwing students will throw at a target on the
wall and try and get a score and keep improving
that score.
3. Jumping circuit jumping over low objects
4. Ladder runs
5. Balancing on balancing boards.
6. Skittles (aiming) try knock the skittles down.




Divide students
up into 6 groups.

Spend 5 minutes
at each station
then rotate.



5 min Cool Down Game
Reflection on what they have learnt
Did we work as a team when playing these games?


Whole group
activity


3 Weeks Teambuilding Activities

Grade: Prep/Foundation
After PMP for 6 weeks students will focus on Teambuilding activities

The students will also engage with a variety of initiative/team building challenges. Team building activities
are stimulating problem-solving tasks designed to help group members develop their capacity to work
effectively together. These tasks involve participants' reflection and discussion about the activity, how they
approached the situation, and possible points of learning.

Focus Questions
- Are students forming new relationships?
- Are students working as a team?
-

Learning Objectives / Outcomes

- To have students engaged and enthusiastic about physical education
- To learn new skills and games
- Ton interact with students in their class and build relationships
- To encourage team participation
- To have students participate and share their experiences.

Cross Curriculum Priorities

ICT Students will be exposed to listening to music through the IPods and speakers throughout participating in Team
building activities. Students will also be using the iPad to record and take photos of the classroom activities.

Sustainability - Students will participate in PMP both in inside and outside environments, depending on the activities
and weather. Students through physical education will learn what sports and activities are played in what types of
environment.
Learning Experiences

- Students will build new friendships
- Interact with other students in the
class.
- Learn new team building activities.
- Students will learn basic skills
- Students will work in groups, with
partners, individually and whole
group activities.
-
Assessment
- Teacher checklists (have each learning skill and the students
name in a table and tick if they are able to do that correct skill.
- Keep journals of students and their progression.
- Feedback assessment (ensure that you are giving students
feedback in each class, wether it is as a whole group or
individually.
- Assessment through videoing on the Ipads and class interactions.
AusVELS standards
Students begin to develop basic motor skills such as running, hopping, jumping, skipping, catching, throwing,
kicking, rolling, balancing, twisting and turning.
They explore ways of moving and developing control when stopping, starting, springing, landing, and changing
direction and speed.
They learn simple rules and procedures for safe movement, and how to follow instructions.
They use simple vocabulary to describe movement, the physical responses of their bodies to activity and their
feelings about participation in physical activity.
When participating in movement and physical activities, they follow rules and procedures and share equipment
and space safely.





Lesson Plan 7

Lesson Topic: Team building Games Unit Topic: Team Building Year Level: Prep / Foundation

Lesson Duration: 60 minutes Hypothetical School: Ascot Vale West Primary

Lesson Outcomes & Success Criteria
Undertaking stimulating problem-solving tasks with a capacity to help group members work effectively
together
TEAMBUILDING ACTIVITIES emphasis on attitude and behaviours
Ability to work effectively and cooperatively in small group situations
Develop confidence in their body and spatial awareness.
Develop confidence using a variety of equipment independently and in small groups




AusVELs
Students begin to develop basic motor skills such as running, hopping, jumping, skipping, catching, throwing,
kicking, rolling, balancing, twisting and turning.
They explore ways of moving and developing control when stopping, starting, springing, landing, and changing
direction and speed.
They learn simple rules and procedures for safe movement, and how to follow instructions.
They use simple vocabulary to describe movement, the physical responses of their bodies to activity and their
feelings about participation in physical activity.
When participating in movement and physical activities, they follow rules and procedures and share equipment
and space safely.
Time Activity/Content Organisation Equipment

5
minutes
Warm Up Activity

Find a group
- Students run around to the music when it stops they need to
find a group of 6 people, 3 people, 8 people, 4 people, 2 girls
2 boys. Etc.
Shuttle relay
- Emphasise running technique



Whole group
activity

4 relay teams



Music




45
minutes
Skills Activity

Run through with students rules, boundaries and safety in PE.

Ordering game youngest/oldest, shortest/tallest, alphabet, house
number

Monsters Inc working together to maximise small spaces

Bucket ball all tennis balls are thrown out, must get them all back
in within a specified time.


Whole group
activity





Teams


Tennis balls,
tags, cones,
stop watch,
tape, ball.

5
minutes
Cool Down activity
- Reflection on what they have learnt
- Did we work as a team when playing these games?

Whole group

Lesson Plan 8

Lesson Topic: Team building Games Unit Topic: Team Building Year Level: Prep / Foundation

Lesson Duration: 60 minutes Hypothetical School: Ascot Vale West Primary

Lesson Outcomes & Success Criteria

Undertaking stimulating problem-solving tasks with a capacity to help group members work effectively
together
Ability to work effectively and cooperatively in small group situations
Develop confidence in their body and spatial awareness.
Develop confidence using a variety of equipment independently and in small groups





AusVELs
Students begin to develop basic motor skills such as running, hopping, jumping, skipping, catching, throwing,
kicking, rolling, balancing, twisting and turning.
They explore ways of moving and developing control when stopping, starting, springing, landing, and changing
direction and speed.
They learn simple rules and procedures for safe movement, and how to follow instructions.
They use simple vocabulary to describe movement, the physical responses of their bodies to activity and their
feelings about participation in physical activity.
When participating in movement and physical activities, they follow rules and procedures and share equipment
and space safely.
Time Activity/Content Organisation Equipment

5
minutes
Warm Up Activity

Run around basketball court/Oval

Steal the tags Students have tags tucked in one person
is the stealer, once tag has gone then that person also
becomes the stealer till everyone is out.


Whole group
activity
break off into
groups for
next activity.


Music





45
minutes
Skills Activity

Untie the Knot students stand in a circle, cross over
there arms and try and untie the knot without letting go.

Hoops Around the Circle (World) linking hands

Tunnel Ball 2 lines students stand behind one another
and roll the ball under, person at the end collects ball
and runs to front of line.

Game Sense Game: Sharks & islands



Groups of 6

2 circles /
competition

2 3 teams in
a line.


Whole group
activity.


Hoops, tags,
variety of balls,
cones, music

5
minutes
Cool Down / Reflection
What did you enjoy?
How did we work as a team?

Whole group
reflection

Lesson Plan 9

Lesson Topic: Team building Games Unit Topic: Team Building Year Level: Prep / Foundation

Lesson Duration: 60 minutes Hypothetical School: Ascot Vale West Primary

Lesson Outcomes & Success Criteria
Undertaking stimulating problem-solving tasks with a capacity to help group members work effectively
together
Ability to work effectively and cooperatively in small group situations
Develop confidence in their body and spatial awareness.
Develop confidence using a variety of equipment independently and in small groups





AusVELs
Students begin to develop basic motor skills such as running, hopping, jumping, skipping, catching, throwing,
kicking, rolling, balancing, twisting and turning.
They explore ways of moving and developing control when stopping, starting, springing, landing, and changing
direction and speed.
They learn simple rules and procedures for safe movement, and how to follow instructions.
They use simple vocabulary to describe movement, the physical responses of their bodies to activity and their
feelings about participation in physical activity.
When participating in movement and physical activities, they follow rules and procedures and share equipment
and space safely.
Time Activity/Content Organisation Equipment

5
minutes
Warm Up Activity

Bulldozers and builders cones are upside down and down
normal, 2 teams bulldozers must turn over cones while builders
run around putting them up the right way.

Steal the tags Students have tags tucked in one person is the
stealer, once tag has gone then that person also becomes the
stealer till everyone is out.



4 groups

Whole group


Bean bags
Cones



40
minutes
Main Activities

Mine fields verbally guide blindfolded person through cones

Parachute Games up/down (mushroom), wave, run under,
chickens on top

Game Sense Game Mini bombardment.

Fireball tennis, soccer & football.


Partners

Whole Group
activity

2 teams


Parachute,
rubber
chickens,
blindfolds,
cones
5
minutes
Cool Down / Reflection
What skills did we learn?
How did we work as a team?

Whole group

Overview Descriptions

UNIT DESCRIPTION

PMP




In Semester 1 the students in Prep will focus on a range of Fundamental Motor Skills such as
Catching, Kicking, Running, Skipping and Jumping using a variety of equipment. As a part of the
Perceptual Motor Program (PMP) the students began to develop gross motor skills such as hopping,
crawling, throwing, rolling, balancing, twisting, turning and moving in and out of positions.

Team
Building
games

The students will also engage with a variety of initiative/team building challenges. Team building
activities are stimulating problem-solving tasks designed to help group members develop their
capacity to work effectively together. These tasks involve participants' reflection and discussion
about the activity, how they approached the situation, and possible points of learning.
Modified
Sports




Students who are being taught modified sports will learn basketball, netball, soccer and hockey. In
this unit students will focus on skills such as Dribbling, throwing, catching, dribbling, shooting,
attacking, defending, kicking, and using a hockey stick. All students will be taught about spatial
awareness, risk and timing. Students will learn skills that are transferable into other sports and
activities.
Bat tennis




This unit provides students with basic tennis skills that are modified fro the actual real game of
tennis. Students will use tennis bats instead of racquets and learn skills and techniques that tennis
acquires. Students will work in groups of four with marked out courts in the gymnasium or ash felt
area outside.
Athletics



Students are introduced to the skills and sequences of individual and team athletics required for
effective participation in modified relay and field events. Students will work together over the weeks
to improve their skill development in all areas of athletics.
Invasion
Games

Students will determine and learn about Time, Risk and Space. Invasion games provide students
with an understanding of moving into space. Students will learn to change direction & move quickly
while maintaining ones balance. There will be huge emphasis on a combination of kicking, dribbling,
throwing, catching, striking which result in many rules & skill variations.

Outdoor
Education

Students will experience games and activities that cater specifically for outdoors, Students will focus
on orienteering, basic outdoor skills and obstacle courses. Students will be timing themselves to
improve on their individual time through the obstacle courses.

Fundamen
tal Motor
skills

Students will concentrate and work towards improving their fundamental motor skills. These are
skills that are used in sports and movement activities. For example, throwing in softball and cricket,
the baseball pitch, javelin throw, tennis serve and netball shoulder pass are all advanced forms of
the overhand throw. Students will rotate and go through various different skills improving on what
they already know about the skill.


Gymnastic
s

Students will complete and progress through basic gymnastic skills; students will go through what
actions are safe and unsafe within the school classroom. Students progressively gain control of their
movements in personal and general space, while stationary and moving. The will use mats,
trampolines, beams and other gymnastics equipment.
Dance,
Dance,
Dance

Students through dance will learn about rhythm, they will complete a variety of line dance and/or
hip-hop dance steps. Throughout the unit they will work in small groups to create a short line/hip
hop dance that meets criteria supplied by the teacher and perform the sequence for other groups,
the criteria will be modified for each year level. Games that involve music will be enforced lots in the
younger year Prep, 1, 2, 3.
Ball skills
& games

This unit will cover all games and activities that associate with balls. Students will experience
different types of balls and how we can modify games and activities to suit all students needs and
increase the challenges for some students.
Aquatics

Students will become familiar with the water. Foundation & grade 1 will practise a range of
movement patterns in the pool such as; wade-in entry to and exit from shallow water; float with a
buoyancy aid; perform a basic leg kicking action with a buoyancy aid; recovery from an unaided face
down float; glide to a standing position; and be rescued with a rope or stick. Grade 3 & 4 will
complete more complex skills but still incorporating these skills into the lesson.

Net &
Wall
Games

Net and Wall games focus on games that use courts. Two net and wall games we will be focusing on
will be volleyball and badminton. Throughout this unit these games will be modified so students
understand the concepts of different sports.

Cross
Country

Students over 2 weeks will concentrate on running skills and how to participate in a cross-country
event. Emphasis on running technique will be required to help and encourage all students.

Striking &
fielding
games

In striking and fielding students will focus on tee ball and rounders. Both these sports will allow
students to see how the skills are broken down and then applied in the games. This a great unit for
students as its not a popular sport that most students would participate in.



Students throughout the year will participate in

Cross Country Interschool

Aquatics Ascot vale Leisure Centre

Athletics Interschool

Interschool Sports 4 sports over 4 weeks against other schools

AFL footballers attend the school to run AFL drills with students

Jump Rope for Heart Day