Assessment: PE Program Planning and Curriculum Content for F-6

Footscray Primary School:

Background and Context:

Footscray Primary School (FPS) is located in the Western Suburbs of Melbourne just 5
kilometres away from the Central Business District (CBD). The local government area is
the City of Maribyrnong and has a population of 13,203. The area is relatively close to
Witten Oval, which is the home of 2016 Grand Final Winners Western Bulldogs,
Flemington Race course where Melbourne Cup is held, libraries, train stations and many
other recreational areas. Therefore, there are many opportunities for people in
Footscray to become active human beings. Nevertheless, FPS is known for welcoming a
number of international students by providing them with the education all children
deserve. FPS pride themselves with the implementation of International program
which aims to provide a supportive and caring environment for its international
students (Fox n.d.). They also allow students to be given the opportunity to participate
in other different culture traditions such as, African drumming. This allows students to
embrace the multicultural world we live in today and encourage them to be more
accepting and understanding of others. FPS offer children the opportunity to participate
in sports, attend excursions, incursions, Visual arts, ICT and camps. Overall the school
has approximately 400 students with an average of 26 students in each year level.

FPS has a wide range of sporting equipment to encourage students to be active

participants. Along with the equipment, the standard of the facilities such as the
basketball court, oval and the gymnasium is at a good standard. As aspiring Physical
Education (PE) teachers this is encouraging to see, as it will help us accomplish our
objectives and assist students in becoming active learners.

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Philosophy of PE:
I believe that health and physical education may shape the lives of my students. Through
being in my class the students should be able to grasp the ideas of why it is important to
remain heathy and active in life. The knowledge that I will deliver to my students will
correlate to the Australian Curriculum. Australian Curriculum outlines that In Health
and Physical Education, students improve the skills, knowledge, and understanding to
strengthen their sense of self, and build and manage satisfying, respectful relationships
(Australian Curriculum 2016).The curriculum outcomes will be hoped to be met but in
an enjoyable way where students gain a great amount of knowledge but simultaneously
have a good time. The main reason why I want to become a physical educational teacher
is so I can transfer all my understandings in health and physical education to my
students.

My goal is for my students to come to class displaying a lot of enthusiasm characteristics

and eager to learn something meaningful. While in the class the students will be learning
about health related topics, which I will aim to ensure that no student will feel
uncomfortable with the information that will be presented to them. I want to make my
theory classes enjoyable but still pursing the curriculum. The way I will endeavour to
overcome this is by making my lessons interactive where students work cooperatively.
When students work together they will be able to learn from each other. Collaboration
is seen to be a positive way to engage the students in the content. According to Hill & Hill
(1990) collaborative learning encourages the students to learn, they have the
opportunity to share information together and listen to each other. This will result in
deeper understanding in the content (Hill & Hill 1990).

With the practical sessions students will participate in a range of activities that will
assist them in refining their fundamental skills and enhancing their confidence. With
physical education there are many challenges that students tend to endure which
consist of safety, lack of confidence and being bullied. In certain activities students may
feel hesitant that they might hurt themselves which may lead to the students not to
participate in the activities. Many students lack the confidence in many skills because
they assume that they are not good enough. They become reluctant to have a try
because they think other students will laugh at them because they cannot complete a
skill. All these challenges may deter students in actively participating in physical
education and it is my duty to conquer these issues with the students. I want all my
students to feel safe, confident and respected in all my classes. I will ensure that these
values will always be emphasised in my lessons so the students know what is expected
from them.
The main pedagogical approach that will be implemented in my class is based around
student voice. This is about students having a say in their education and being able to
initiate their own learning (Department of Education 2007). According to the
Department of Education a way students can have a voice in their education is by
allowing them to have a say in what they are learning and how they are learning, and
also the way they are being assessed (Department of Education 2007).

Overall my students will be encouraged to participate in all my classes whether it is

theory or a practical lesson. Individually all my students will have goals that they will
need to work on to help develop their learning outcomes. The way this will be measured
is by assessing the students in a variety of ways. Observations, checklists, presentations,
rubrics are all the different tools that I would use to evaluate the students in their
learning. I will cater for all my learners so each student feels motivated and encouraged
to come to class and will be able to achieve at their full potential.

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Assessment: PE Program Planning and Curriculum Content for F-6

Equity statement:

FPS has a range of initiative programs that aim to promote cultural awareness and help
students improve their world-view attitude. The school is one of 15 Victorian primary
schools that offer a bilingual program (Fox n.d.). Students are given the opportunity to
participate in the Vietnamese program that is taught for seven hours per week. They
have embraced the number of Vietnamese students in the school and also given other
students the opportunity to learn a new language. This program has the ability to ensure
international students feel welcomed and give them an opportunity to be comfortable
and confident with other students in an unfamiliar environment. Students have the
opportunity to understand how each other lifestyles are different. Through this
program, students can incorporate the skills they have learnt into different subjects
such as PE. Within the class, students have developed togetherness that encourages
them to support each other through challenging times. Because of the close bond
students have, students in PE classes are more likely to participate because they are not
concerned of what their classmates think of them and not afraid of making a mistake.
One way we can promote cultural awareness is by playing traditional Vietnamese sport
games, as there are a number of students of Vietnamese decent. By doing this, students
can understand traditional customs and values. The program the school has
implemented will help combat the issue of students not willing to participate in PE
classes and promote cultural awareness.

We are aware that we can not completely rely on bilingual and other programs to deal
with the issues of gender and equity. However, we believe that with the updated
resources and facilities the school has, we can aim to ensure each student will be a
successful active participant in PE classes. With the necessary equipment and utilising
the facilities, we can help students develop their Fundamental Motor skills through
small-sided games and other game-sense approaches. We would also aim to ensure
students are active throughout each lesson so that they will not have an opportunity to
misbehave. Some other strategies to help prevent misbehaviour are to make students
aware of pre-existing rules and the consequences if they were to disobey the rules
(Playing for life football 2013, p. 66). One way to avoid disengagement is to introduce
challenging activities and drills to help students develop their FMS however, the
activities and drills will not be too difficult that will result in disengagement.

According to Penney (2002) physical education still attracts those who are middle class,
heterosexual, able-bodied, and committed to sport and performance discourses
(Armour and Jones 1998 cited in Penny). We aim to change that mentality by exploring
the significance associated with clothes, friendship groups, music, and the media. By
having a greater knowledge of the key elements stated above, we have a better
opportunity to understand the issues of gender equality in PE (Wright and Macdonald
cited in Penney). Overall, we aim to create a positive environment where students are
not concerned about their bodies, sexuality, ethnicity and physical ability. We plan to do
this by utilising the programs the school has already, introducing PE uniform and having
discussions with students about reality of media advertisement.

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Assessment: PE Program Planning and Curriculum Content for F-6

A description of strategies for differentiation and engagement:

Differentiation is not only important for PE classes but for all subjects in general. As
teachers and learners, we know that no two students are the same. They each possess
different learning styles and have a variety of interests and opinions. Therefore, by
introducing differentiation in the classroom settings we are setting students up for
success by teaching them to their strengths (Ellis, Lieberan & LeRoux 2009). We are
aware of that some students may need more than one teaching approaches to grasp a
particular skill or content. As result of this, we aim to ensure each student learning
ability is being catered for. For example, the introduction of group work may assist
students who lack the motivation or are struggling with a particular skill. The
implementation of grouping students will help them encourage one another and those
who are proficient at the skill can pass on that knowledge onto other students within the
group (Ellis, Lieberan & LeRoux 2009). Additionally, we also know the importance of
ensuring we cater for students with disabilities. For example, to cater for students with
visual impairment, as PE teachers we can incorporate balls that are installed with bells.
For students on wheelchairs, to assist students in developing their throwing and
catching skills, we can implement beach volleyballs to improve their hand-eye
coordination skills. Ultimately, it is important to try and include each student into your
class regardless of their physical state.

Assessment is important aspect for not only assessing students capabilities and
improvements; it is also useful for teachers to determine their interests and strengths. It
is critical for teachers to get to know their students at an early stage to understand
student learning abilities and interests to promote engagement levels. If a teacher does
not make the effort to get to know their students, it may be difficult for teachers to
introduce effective teaching practices (Ellis, Lieberan & LeRoux 2009) and as a result,
students may become disengaged during PE classes. Strategies that could be used when
to engaged students in PE classes could be to partner up with that child to encourage
involvement in the activities (Playing for life football 2013).Another strategy could be
making changes to the activity depending on the complexity of the tasks to provide
students more opportunities for success (Playing for life football 2013). Overall,
engagement interrelates to how well you know your students, if you have a relatively
good knowledge about your students interests and strengths, as teachers we are less
likely to experience levels of disengagement. Therefore, we aim to quickly get to know
our students attitudes and interests through observation and opinions of fellow
teachers at the school.

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 Assessment: PE Program Planning and Curriculum Content for F-6

Cross-curriculum Priorities
Australian Curriculum (2016) identifies three key areas in the cross-curriculum
priorities that will need to be addressed. These three priorities consist of:
Aboriginal and Torres Strait Islander histories and cultures, Asia and Australias
engagement with Asia and lastly sustainability
Below is a table that will summarise how the cross- curriculum priorities will be
incorporated into the program.

Aboriginal and Torres Strait Asia and Australias Sustainability

Islander histories and cultures
Students will read dreamtime
stories that are related to an
Aboriginal group and compare
them to different culture stories.
Participate in dances and
movement patterns that are
linked to Aboriginal and Torres
Strait Islander heritage.
Take part in a range of games
that are associated with
Aboriginal and Torres Strait
Islander cultures.
engagement with Asia
Students will be able to
compare the different
sports that are being played
around Asia and Australia.
Students will have the
opportunity to compare the
different dance movement
patterns that are seen in the
Asian culture.
Participate in different
Asian games and compare
and contrast them to the
Australian games.
Students will develop a
responsibility of
maintaining sustainable
environment in their
classroom, for example
recycling and energy
savings.
Students will be able to
identify why it is important
to maintain a sustainable
environment.
Students will able to outline
different ways to ensure
they live in a sustainable
environment.

Source: (Australian curriculum 2016)

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 Assessment: PE Program Planning and Curriculum Content for F-6

General capabilities

Australian curriculum (2016) has outlined seven different general capabilities

that the students need develop in their learning. The table below will
demonstrates different ways how the general capabilities will be incorporated in
the Physical educational program.

Literacy Numeracy Information Critical Personal and Ethical Intercultural

and and social understanding understandi
communication creative capability ng
technology thinking
(ICT)
Explore Demonstrate Discuss and Illustrating Participating Illustrating Investigative
different an understand how in a variety of how safe visuals or
ways how understandin health physical games and bystander descriptions
people might g of how to information activity exploring behaviour is of different
react and feel modify the from the may keep which ones when families,
when force and internet. individuals they liked and witnessing societies and
confronted speed of an healthy. what makes it unfair ethnic groups
with an object to good. treatment. to identify the
emergency. develop features that
accuracy and make them
control. alike and
dissimilar.

Explaining Display a Evaluate and Creating Being able to Understanding Discussing

the purpose variety of critically reflect activities show how to how a persons about how
of having acceleration on data that is with rules transfer response to a reconciliation
rules in and being presented using weight from condition can in Australia
games. deceleration to them on the limited one portion of affect other constructs
of movements internet that is amount of the body to peoples relationships
in physical related to health equipment the other. feelings.
activities. issues. .

Investigating Demonstratin Research Identify a Perform skills Altering Examine the

how health g different different health range of to form and activities to notion of
messages movements related topics actions accomplish ensure that all 'border
may have an responding to and unpack it as that relationships students are crossing'; that
impact on beats, class. advocate with another involved, such is, how
health rhythm, health, student. as varying Aboriginal
choices. music and safety and equipment, and Torres
words. wellbeing changing the Strait Islander
for all. rules or Peoples live
modifying the in two
playing space. worlds.

Source: (Australian curriculum 2016)

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Assessment: PE Program Planning and Curriculum Content for F-6

ICT STATEMENT
Information and Communications technology (ICT) can be used in a variety of
ways in physical education. The way in which it may be implemented in class is
by getting the students to research particular topics to gain further knowledge in
the content. The Victorian Institute of Teaching (VIT) in 3.2 clearly outlines that
the students are to use selected resources by using ICT to engage the learners in
their learning process. With the knowledge gained the students can present the
information as a form of PowerPoint to display their findings. Miller and McVee
(2013) have stated that incorporating ICT in classrooms is a great idea to
encourage the students in their learning. The students may use iPads to record
each other whilst completing certain skills to show them their level of
competence. This will help them in refining the skills they need to improve on.
Also the teacher can record the students to help the educator assess the students
and see how they have progressed over time. Before anything is to be recorded,
permission from the parents is to be obtained first.

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Assessment: PE Program Planning and Curriculum Content for F-6

Scope and Sequence Plan:

TERM 1 27/1-24/3 TERM 2 11/4-24/6 TERM 3 11/7-16/9 TERM 4 3/10-20/12

PEREP Minor games (ACPMP010)

With implementation of
minor games, students can
familiarise themselves with
responding to the whistle
and understanding the
safety rules and procedures.
(2 weeks) (ACPMP014)
Fundamental movement
skills (ACPMP008):
Catch (2 weeks)
Bounce (2 weeks)
Kick (2 weeks)
Run (2 weeks )
Body awareness Dance - (ACPMP011) (2) (4)
(ACPMP011) (2)
performing Gymnastics (2) Fundamental movement
locomotor skills (ACPMP011) skills (ACPMP008):
Catch (2)
Dance(ACPMP011) (2) Run (2)
Modified athletics (4) Bounce (2)
responding with (ACPMP008)
movement to Vertical jump (2)
rhythm, beat, music Swimming (ACPMP008)
and words Within this term swimming
Fundamental movement will be incorporated to
skills (ACPMP008):
Running (2) preparing for assist students with their
leap (2)
the modified cross country. swimming capabilities. (4)
Optional Minor Games
Skipping with ropes (2) taking turns
(ACPMP009) different formations
Challenging
Fundamental movement
activities
skills (ACPMP008):
Throwing (2)

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Assessment: PE Program Planning and Curriculum Content for F-6

GRADE 1/2

Swimming (ACPMP028)
(4)
Minor games that will give
students the opportunity to
master their fundamental
motor skills (ACPMP027)
(4 weeks)
Fundamental movement
skills (ACPMP025):
Catch (2 weeks)
run (2 weeks)
vertical jump (2
weeks)
Fitness- this term focuses Modified athletics (4)
on getting students to be This term focuses on
physically active by preparing the students for
incorporating fitness the district athletics
component activities such carnival.
as:
Skipping (4) Gymnastics (2)
(ACPMP029)
Minor games (ACPMP027) Fundamental movement
(2) skills (ACPMP025):
Dance (ACPMP028) (2) Ball bounce (2)
Two-hand side arm
Fundamental movement strike.
skills (ACPMP025): Tball
overhand throw (2) Softball(2)
Minor games that will give
students the opportunity to
master their fundamental
motor skills (2 weeks)
(ACPMP027)
Tennis will be introduced to
help students develop their
backward forehand shot.
Fundamental movement
skills (ACPMP025):
Dodge (3)
Punt (3)
Modified AusKick
Leap (2)

GRADE 3/4 Dance (3) Fitness- this term focuses

Traditional
Indigenous dance
Folk dance
Swimming (4) (ACPMP043)
(This may not interfere with
the scheduled PE class)
on getting students to be Athletics This term will Striking and fielding-
physically active by prepare the students for the This term focuses on
incorporating fitness upcoming athletic district assisting students in
component activities such that will be held at the end grasping striking and
as: of the term. (5) fielding skills, such as :
Skipping Track& field T-ball (2)
(ACPMP045) (4) Fundamental movement Net wall games (bat

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Assessment: PE Program Planning and Curriculum Content for F-6

skills (ACPMP043) : tennis) (2)

Introduction to invasion
games to help students to
better understand the
technical awareness
required for certain sports
such as basketball and
soccer (2)
Invasion games Leap (2) Introduction to
(ACPMP049) (2) hotshot tennis (4)
Gymnastic (ACPMP047)
(2) Net wall games that
incorporate tennis skills (3)
(ACPMP045) Fundamental movement
Fundamental movement skills (ACPMP043)
skills (ACPMP043) : Fundamental movement Forehand strike (2)
skills (ACPMP043) : two handed strike(2)
Kick (2) Forehand strike

Fundamental movement
skills (ACPMP043)

Ball bounce (1)

Dodge (2)

GRADE 5/6 Dance (3) (ACPMP065) Cross country- This term is Athletics (ACPMP061) Striking/fielding- This term
Traditional preparing students for the This term will prepare the focuses on assisting
indigenous dance upcoming district cross students for the upcoming students in mastering
Folk dance country event. (4) athletic district that will be striking and fielding skills,
held at the end of the term. such as: (4) (ACPMP061)
(Vietnamese)
Invasion games (5)
(ACPMP063) (4) t-ball
Track and field cricket
Fundamental

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Assessment: PE Program Planning and Curriculum Content for F-6

movement skills Fundamental movement

Swimming (ACPMP061)-
preparing students for the
upcoming district carnival.
(2)
Invasion games
(ACPMP063)
Introduction to invasion
games to help students to
better understand the
technical awareness
required for certain sports
such as basketball and
soccer (4)
Fundamental movement
skills : (ACPMP061) (3
weeks)
Kick
Run
Dodge
(ACPMP061) Invasion games skills : (ACPMP061)
Kick (ACPMP063) students will Overhand Throw
Overhand throw be given the opportunity to Catch
showcase their fundamental
AFL (2) motor skills into sports
related games. (2) Net wall games -
Fitness components introduction to hotshot
activities such as: For example Rugby. tennis (3)
(ACPMP061)
Skipping (2) Gymnastics (3) Major games(ACPMP064)
(3)
Modified versions of
badminton.
Optional
Skipping with ropes (2)

OTHER: Swimming AFL Athletics carnival Cricket

Extra-curricular Basketball Netball Tennis t-ball
Cross country modified rugby soft ball
Sport education soccer hockey

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Assessment: PE Program Planning and Curriculum Content for F-6

Unit of work: (Grade ) Fundamental Movement Skill (Throwing and Catching)

Four Lessons
Lesson 1
Year Level Grade 1/2

Duration 40-50 Minutes

Lesson topic/focus Developing student fundamental motor skills, in particular focusing on throwing.

Learning objectives
Links to AusVELS/Victorian
Curriculum
General Capabilities
Reinforcing throwing cues whilst students work together to achieve a goal.
Assessing students knowledge about the correct throwing techniques.
Perform fundamental movement skills in a variety of movement sequences and situations
(ACPMP025)
Numeracy was evident throughout our lesson (Throwing Multiplied).
Students were engaging in physical activity and developing their fundamental motor skills
whilst working on their timetables.
English: students were required to orally explain the correct technique and demonstrate it to
the rest of the class.

Classroom management Creating a team atmosphere: be positive and encouraging and give feedback (Playing for life
strategies football 2013, p. 62).
Ensure students have a clear understanding of the rules and appropriate behaviour (Playing for
life football 2013).
Challenge more experienced children and make discrete allowances for those less skilled (Playing for life
football 2013, p. 62).
Key terms Overarm throw
Underarm throw
Location/setting Footscray Primary School gymnasium
Assessment Check list will be used as a form of assessment

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Assessment: PE Program Planning and Curriculum Content for F-6

Observing the students will be other form of assessment

Underarm and overhead throwing assessment.
Identifying whether or not students know the correct techniques of the skill.
This is will allow the teacher to gain valuable feedback to improve their lesson.
Equipment Soft balls
Music
Dice
Whiteboards
Markers
Foam bricks
Bean bags
Cones
Question sheet
Pencils
Reflective questions Are students performing the correct throwing technique that has been reinforced on a number
of occasions?
Can the students distinguish the differences of underarm and overhead throws?

Cross-curricular priorities To incorporate Aboriginal and Torres Strait Islander culture into our class (Warm Up
Activity), we may consider introducing traditional Indigenous or Islander music to help other
students deepen their knowledge of Australia by engaging with the worlds oldest continuous
living cultures (Aboriginal and Torres Strait Islander histories and cultures 2015).

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 Assessment: PE Program Planning and Curriculum Content for F-6

Introduction: Duration: 5 minutes Prompt students with question such as, what is the correct technique for throwing.
Recap with
the students
with what we
did in last
week class.
Warm up Equipment Students are ordered to spread out around the Safety:
activity: Soft balls gymnasium and the teacher will give half of the class a Ensure students are aware of
Throw and Foam balls ball. the boundaries and any
catch Music On teachers signal, students to jog around the obstacles surrounding them.
Challenge gymnasium whilst music is playing.
Warm up Once the music has stopped, students are required to
(Kirchhoff freeze where they are.
2015) The teacher calls out a number and a type of throw (e.g.
8 underarm throw).
Duration: Students with a ball are required to find a student
5 minutes without one and perform the 8 underarm throws.
Once they have performed the required task, the music
will begin and students will have a different task to
complete.
Students are encouraged to find a different partner each
time (Kirchhoff 2015).
Types of throws could be:
- Non dominate hand
- Under the leg
- Backwards throw
- Behind the back
Activity: Equipment Students are divided into groups of 3. Safety:
Throwing Softballs One student will throw the ball, one student will retrieve Each group have their own
Multiplied

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 Assessment: PE Program Planning and Curriculum Content for F-6

(Lavner Dice the ball and the other student will record the answers on designated throwing area.
2015) Whiteboards the white board. Ensure the students know the
Duration: Markers Students are required to throw a ball against the wall boundaries
20 minutes which is will be 5 metres away.
Depending on the teacher command, students are either
required to underarm or overarm the ball towards the
three targets on the wall.
The targets on the wall consist of the numbers 3, 2 and 1.
If the student throwing the ball hits the number 3 target.
He/she gets 3 points and then rolls a dice and multiplies
that number by 3.
Each student will be rotating roles at the end of the
round, ensuring maximal participation.
The winning group is the team that reaches 100 points
first (Lavner 2015).
Activity: Equipment Students are divided into groups of 3. Safety:
Angry birds Foam bricks Each group will be given the same number of foam Ensure the students are aware
(Qua 2012) Bean bags bricks, as well as soft balls and a beanbag. of the boundaries and their
Soft balls Each group is required to create their own structure. surroundings.
Duration: Cones Students will take turns creating their own structure. Ensure each group has enough
10 minutes Once the structure has been built, students are required space, avoiding any possible
to use their throwing techniques to knock down the collision with other groups.
structure.
Students are to throw the softball and beanbags from
behind the designated cone.
The cone is situated 5 meters away from the structure.
Each student has a go at knocking the structure (Qua
2012).

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 Assessment: PE Program Planning and Curriculum Content for F-6

Activity: Equipment In order for students to leave the class, they must Safety:
Underhand Question sheet complete the exit slip. Restate to the students that the
vs. Overhand Pencils The exit slip consists of 3 questions to assess children pencils are to be only used to
Throwing knowledge of overhand and underhand throwing. Refer circle in the answers.
Assessment to Appendix A.
(Clegg 2014). Once the students have completed the questions they are
free to leave.
Packing up The exit slip provides an effective feedback for the
the teacher to use in the next lesson.
equipment. It will help the teacher to focus on students weaknesses
for the next lesson.
The exit slip consist of questions such as( Clegg 2014):
Duration: 5 - - Circle the person who is using an underhand throw.
10 Minutes - Circle the person who is using an overhand throw.
- What letter does our body make when getting ready to
throw overhead?

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Lesson 2
Year Level Grade 1/2

Duration 45-50 Minutes

Lesson topic/focus Developing student fundamental motor skills, in particular focusing on throwing.

Learning objectives Reinforcing throwing cues whilst students work together to achieve a goal.
Assessing students knowledge about the correct throwing techniques.
Links to AusVELS/Victorian Perform fundamental movement skills in a variety of movement sequences and situations
Curriculum (ACPMP025)
General Capabilities By adding the element of music into Physical Education (PE) classes, students are able to
for example, familiarise themselves with a particular song they are required to rehearse for
their school production.
Block Breakers (Wiggins 2005) incorporates numeracy by and practicing addition and
subtraction while students are developing their throwing skills.
Classroom management Creating a team atmosphere: be positive and encouraging and give feedback (Playing for life
strategies football 2013, p. 62).
Ensure students have a clear understanding of the rules and appropriate behaviour (Playing
for life football 2013).
Challenge more experienced children and make discrete allowances for those less skilled (Playing for life
football 2013, p. 62).
Key terms Overarm throw
Underarm throw
Location/setting Footscray Primary School gymnasium
Assessment Beanbag Tic TAC Toe activity is an opportunity for teachers to assess students
ability to throw. This activity engages each child and is a great opportunity for the
teacher to observe and conduct a checklist.
For each activity, a checklist would be a useful tool to evaluate students
progression.

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Assessment: PE Program Planning and Curriculum Content for F-6
Equipment
Reflective questions
Cross-curricular priorities
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Soft balls
Mini soccer goals.
Music could be added in the background to add excitement
Boxes
Bowling pins
Bean bags
Poster boards marked with a Tic-Tac-Toe grid.
Stacking blocks
Pencils
Paper
Are students performing the correct throwing technique that has been reinforced on a
number of occasions?
Can the students distinguish the differences of underarm and overhead throws?
As FPS is a bilingual school, the Asia and Australias engagement with Asia fits in well within our
class. For example, we may consider incorporating Vietnamese traditional games to help recognise
the diversity the school has and allow Vietnamese students to feel welcomed (Aboriginal and
Torres Islander histories and cultures 2016).
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 Assessment: PE Program Planning and Curriculum Content for F-6

Introduction: Recap Duration: 5 minutes Prompt them with question such as, what is the correct technique for throwing.
with the students what The teacher may want to show students different images of underarm and overarm throw to
we did in last week see whether the students can identify the key differences.
class.

Warm up activity: Equipment Students are divided into two even groups and are Safety:
Meteor Shower Soft balls placed at the opposite sides of the gymnasium. Ensure students are aware of
(Syracuse 2004) Mini soccer At each side of the gymnasium there are two goals the boundaries and any
goals. or floor mats for students to aim at. obstacles surrounding them.
Music could be Students are given soft balls of different sizes. The
added in the objective of the activity is for students to overarm
background to throw their ball into the net on the opposite side of
add the gym.
Duration: excitement. Students can not block the goal.
10 minutes

Activity: Birthday Cake Equipment Students are divided into peers. Each peer will Safety:
Boxes receive a box, bowling pins and softballs Ensure students are aware of
(Lacey 2001) Bowling pins Students are required to find an area in the the boundaries and that there
Softballs gymnasium and set up the birthday cake. is a safe distance between
The bowling pins act as the candles of the cake. each group.
Each student attempts to blow out the candles by
overarm or underarm throwing.

Duration: 10 minutes Variations:

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If the activity becomes less challenging for the

students, ensure the distance is further away from
the target.
Encourage students to use their non-preferred
hand.
Activity: Equipment During this activity, students are required to Safety:
Beanbag Tic Tac Toe Bean bags partner up and find a safe space in the gymnasium. During the activity, ensure
(McKenna 2001) Poster boards Each group are given 18 bean bags (9 Xs and 9 each group have enough room
Duration: 10 minutes marked with a Os). to play the game.
Tic-Tac-Toe Depending on students ability, allow students to Provide enough space to avoid
grid. stand 5 meters away from the grid. any collisions with other
They are need required to practice throwing the groups.
beanbags, either underarm or overhead throw, on
the poster board.
The objective is to get Tic-Tac-Toe while
practicing the correct technique (McKenna 2001)

Activity: Equipment To finish off the class, partners are spaced Safety:
Block breakers Bean bags throughout the gymnasium. Ensure students are aware of
(Wiggins 2005). Stacking Each partner will stack up blocks and record the the boundaries and that there
blocks total number stacked (Wiggins 2005). is a safe distance between
Packing up the Pencils Students are required to knock them down and each group.
equipment Paper record how many blocks they knock down on each
Duration: throw.
10 minutes Students will record addition equations (the
number of blocks they knocked down on each
throw) and subtraction equations (the number of

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Debriefing Duration: Allow students to pick
5 minutes up the equipment.
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blocks they stacked up minus the total number of
blocks they knocked down) to find out how many
blocks their partner was able to knock down
(Wiggins 2005).
Students will add the total number of blocks
they stacked each time and the total number of
blocks they were able to knock down each time
to find a final score (Wiggins 2005).
Before they leave, each student are to say one thing
they learnt.
21
Assessment: PE Program Planning and Curriculum Content for F-6

Lesson 3
Year Level Grade 1/2
Duration 45-50 min session
Lesson topic/focus Developing student fundamental motor skills, specifically focusing on catching.
Learning objectives To develop, practice and refine the fundamental movement skill of catch.
Assessing students knowledge about the correct catching techniques.
To apply the skill of catch to a minor game scenario.
Links to AusVELS/Victorian Perform fundamental movement skills in a variety of movement sequences and situations
Curriculum (ACPMP025)
General Capabilities When students are in their groups, they will be communicating to each other. This will be
developing their oral language skills which is a form of literacy.
Whilst the students are in pairs, they will need to count the successful catches. This will
assist them in enhancing their numeracy abilities.
Classroom management To ensure students are always engaged at all time feedback should be given consistently
strategies (Spittle 2013).
Challenge the students by extending the activities to ensure they do not become disengaged
(Spittle 2013 ).
Set out rules and boundaries so that students know what is and is not accepted.
Key terms Eyes focused on the ball.
Elbows bent and hands in front of the body.
Hands move to meet ball.
The ball is caught and controlled only with hands.
Elbows bend to give with the ball.
Location/setting Footscray Primary School gymnasium
Assessment Catching assessment that will be used for this lesson is a rubric.
Rubric is a multidimensional rating scale with specific descriptors of levels of performance
for that characteristic of the skill (Spittle 2013, p.57).
This assessment will give the teacher the relevant feedback to plan for the following lessons.
Equipment Tennis balls
Cones

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Reflective questions
Cross-curricular priorities
Basketballs
Are students demonstrating the correct catching technique?
Are the students using both hands to catch the ball?
By implementing aboriginal culture in this lesson we may modify the minor game to include
Traditional indigenous themes and customs (Aboriginal and Torres Islander histories and
cultures 2016).

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 Assessment: PE Program Planning and Curriculum Content for F-6

Introduction: Duration: 3 minutes Have the students sit on the ground, where they are not distracted by anything.
Mark the roll Identify the main learning goals for todays session.
and outline
the lessons
objectives.
Warm up Equipment One student is allocated as the tagger and needs to try Safety:
activity: tagging the other students. The playing field will only be
Warm up The other students will need to run away from the taggers. the half of the basketball court.
If tagged the student will become taggers as well.
French tag. The part where the students have been tagged, the students Outline the boundaries to the
will need to place their hand on that spot and chase the students and if they go outside
untagged players. the boundary they will be
penalised.
Duration:
5 minutes Make sure the playing field is
away from the walls to prevent
any potential harm.

Ensure students do not push

each other or purposely bump
into each other.

Students are only allowed to

tag.

Activity: Equipment Safety:

Surprises 1 Tennis ball Students are to pair up and stand 3 meters away from each Ensure there is adequate space
per group other. between the pairs.
Duration: The catcher will need to have their hands on their thighs and
5 minutes the thrower chest passes the ball quickly to them.

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 Assessment: PE Program Planning and Curriculum Content for F-6

The thrower will need to challenge the catcher by throwing

the ball high, low, wide and bounce pass.

Activity: Equipment Same pairs as the previous activity. Safety:

Step back 1 tennis ball per group Pairs start 2 meters apart, they will need to throw the ball to Ensure students do not throw
Duration: each other waist height. the ball too hard at each other.
5 minutes If able to catch the ball the pair will take a step backwards. There should be enough space
If unsuccessful the pair will take a step forward. between each pair.
Students are to count the successful catches.

Variations
Students use an overhand, lob, bounce or chest pass.

Activity: Equipment Students will be in groups of 3 Safety:

Catches count 4 cones per There will be four cones for each group, shaped as square. Students are not permitted to
group Each student will stand on a cone, leaving one cone free. play around with the cones, as
1 basketball or Student with the ball will need throw the ball to any student, they can become a hazard.
Duration: 1 tennis ball then runs to the free cone. Make sure activity is away from
5 minutes per group the walls.
Alterations Ensure there is enough space
Alter the movement ( eg skip, hop, jump, leap) between the groups.

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 Assessment: PE Program Planning and Curriculum Content for F-6

Vary the distance between the markers

Activity: 1 basketball or Groups of 4-6. Students are not to stand too

Hot potato 1 tennis ball All the students need to line up side by side, close together. A close to each other.
per group leader at the front will have the ball and pass it with an Ensure there is enough space
Duration: underarm throw to the next student in the group. between the groups.
5 minutes Who then passes it on to the next student eventually
reaching the last student in line, they will need to return it
down the line. Upon receiving the ball again, the leader runs
once around the group with the ball and then gives it to the
new leader who starts again.
The first leader moves to the end of the line. The activity
continues until all students have returned to their original
spots.

Variations
When the students are running around the group, they can
move in different ways ( skip, hop, leap, etc).

Activity: 1 basketball or Students are to be in groups of 5 and stand across a line When Students are standing
Captain ball tennis ball per arms length apart. next to each other they need to
Duration : group One student (captain) will need to stand at the front around be arms length apart.
5 minutes 1-2 meters away from the other students. Students are not to play around
The captain throws the ball to each student, they will need to with the equipment.
return it back.
Once everyone has caught the ball, a new captain will be out
the front.

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 Assessment: PE Program Planning and Curriculum Content for F-6

Variations
Instead of throwing the ball, the students can bounce it.
Alter the distance between the captain and the players.

Activities: 1 basketball 2 groups of 8-10, students will play on one third of the Give explicit instructions on
Minor game per game basketball court. where the boundaries are for
(End ball) End zones will set out at either ends of court. Both groups this game.
are spread out throughout the court. No contact allowed
The students Group 1 will need to work together to try and get the ball to Reinforce the rules while the
will utilise their end zone. They will need to throw and catch the ball. game is being played.
the skill they The students will need to try an intercept the ball. If
have intercepted or the ball touches the ground, it will be a turn
developed over.
and To score a point, the ball must be caught on the full in a
incorporate groups end zone.
it in a minor Rules(no contact, no running with the ball, a throw must be a
game. minimum of 1 metre)
Variations
Duration: All students in the team must have possession of the ball
5-7 minutes before a point is scored.
Vary the throwing techniques, (e.g. underarm throw, over
arm throw, bounce pass, chest pass, etc.).

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Assessment: PE Program Planning and Curriculum Content for F-6

Lesson 4
Year Level Grade 1/2
Duration 45-50 min session
Lesson topic/focus The students will be developing fundamental motor skills, explicitly focusing on catching.
Learning objectives To develop, practice and refine the fundamental movement skill of catch.
Assessing students ability on the correct catching techniques.
To apply the skill of catch to a minor game situation.
Links to AusVELS/Victorian Perform fundamental movement skills in a variety of movement sequences and situations
Curriculum (ACPMP025)
General Capabilities When students are in their groups, they will be communicating to each other. This will be
increasing their oral language skills. For example they will be negotiating who takes the turn
first and assisting their partner if they need support.
Also with the bean bag activity the students will need to call out which colour their partner
needs to catch. This is also seen to be a form of literacy that the students are developing.

Whilst the students are working together, they will need to count the successful catches. This
will support them in developing their numeracy skills.
Classroom management All the activities are formatted in a way where cooperative learning is being evident.
strategies The reason for this is because it may motivate the students to complete the task (Spittle 2013)
Teachers must give the students feedback on their fundamental motor skills for learning to
occur (Department Of Education 1999).
When learning is evident, classroom management will be positive.
Key terms Eyes focused on the ball.
Elbows bent and hands in front of the body.
Hands move to meet ball.
The ball is caught and controlled only with hands.
Elbows bend to give with the ball.
Location/setting Footscray Primary School gymnasium
Assessment A checklist will be the form of assessment for this lesson.

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Assessment: PE Program Planning and Curriculum Content for F-6

Checklists record whether certain dimensions, characteristics or behaviours are present or

not (Spittle 2013, p. 56).
After obtaining the information needed, this will assist the teacher in the process of teaching
and learning (Department of Education 1996)

Equipment Tennis balls

Cones
Basketballs
Bean bags
Colour bands
Nets
Reflective questions Are students displaying the correct catching technique?
Are the students always looking at the object?
Cross-curricular priorities The students can participate in Aboriginal and Torres Strait Islander dances as a conclusion of
the lesson (Aboriginal and Torres Islander histories and cultures 2016).

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 Assessment: PE Program Planning and Curriculum Content for F-6

Introduction: Duration: 3 minutes Place the students in a designated area where they are not distracted by anything.
Mark the roll
and outline Illustrate the key learning goals for this session.
the objectives
for today.

Warm up Equipment Students need to pair up. Safety:

activity: One child tries to lose their partner, who attempts to keep within The playing area will be on
Dodge and an arms length at all times. the half of the basketball
Mark Change roles after 20 seconds. court.

Identify the boundaries to

the students.

Duration: Ensure the playing field is

5 minutes away from the walls to avoid
any harm.

Make sure there is no

contact.

Activity: Roll Equipment Safety:

And Stop 1 tennis ball or Students will need to be in pairs. Ensure there is enough space
1 basketball Students will need to kneel opposite to each other and then roll between groups.
per group. the ball to each other. Make sure students are not
Duration: They will need to stop the ball with their hands, fingers pointing playing around with the ball.
5 minutes down, and palms towards the ball.

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 Assessment: PE Program Planning and Curriculum Content for F-6

Variations-
students may bounce the ball instead of roll
Students can roll the ball through markers

Activity: Equipment Groups of about 8-10. Safety:

Ball chase Students pass the ball around the circle, starting one ahead of the Ensure there is enough space
Duration: 1 tennis ball or 1 other (cat catches the mouse). The activity ends when 1 ball between the students in the
5 minutes basketball per group. catches up with the other. group.
Variations-
Include more balls in the activity. When running make sure the
Students can kneel down. students do no bump into
Students may sit and roll the ball. each other.

Students are only allowed to

pass the ball gently to
following student.

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 Assessment: PE Program Planning and Curriculum Content for F-6

Activity: Equipment Students are to be in pairs. Safety:

Bean bag They are to face each other around 2 meters apart.
drop 2 bean bags One student holds a bean bag in each hand at about eye height. Ensure students do not play
per group. The other will need to have their hands on their hips. around with the bean bags.
1 bean bag is dropped and must be caught by the other student Make sure the students in
Duration: before it touches the ground. pairs do not stand too close
to each other.
5 minutes Students are to count the successful catches.

Variations-

Alter the height from where the bean bag must be thrown.
The partner drops 2 different coloured bean bags and nominates
which should be caught.

Activity: 1 tennis ball or Students will be in pairs. Safety:

Catch N Catch 1 basketball 1 student stands with their back to their partner who is around 2- Ensure there is adequate
per group 3 meters away with the ball. space between the groups.
Duration: The partner calls left, then throws the ball to the left of the Do not throw the ball at their
5 minutes student who quickly turns around to their left to catch the ball. partner until they have
Possibly the partner may call out left, right, high, low. called the direction.
Partners will need to swop roles.
Variations-

The thrower bounces the ball.

The thrower lob passes the ball.

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 Assessment: PE Program Planning and Curriculum Content for F-6

Activity: Colour bands 2 groups of 6-10. Safety:

Catch me if Tennis ball or 2 groups, 1 with colour bands, stands in alternative positions Ensure there is enough space
you can basketball ball around a circle. between the groups and
Duration : A leader from each group stands in the middle of the circle with a students.
5 minutes ball. Make sure the ball is not
The leaders will need to begin by throwing their ball to each thrown too hard.
student in their group.
Both the balls are passed clockwise.
The aim of this activity is for 1 ball to catch up to and pass the
other ball.

Variations-
The groups may use different sized balls.
Time the group to see how long the activity can continue before
the ball drops.

Activity: 1 Net per 10 students per game. Safety:

Minor game game. There will be a net to divide the playing filed. Each group will Ensure students do not play
1 Tennis ball stand on each side of the net. with the nets.
The students per game. There will be one ball between both groups. Make sure there is enough
will be able to The aim of this activity is to throw the ball as an underarm space between each game.
perform the technique over the net. Consistently reinforce the
skills they To score a point the other team must drop the ball or if the ball rules of the game.
have learnt goes under the net. Ensure students are away
and put it This activity is a modified version of volleyball. from the boundaries.
into practice. Variations
Use different throwing techniques.
Duration: Each player in the team must touch the ball before they can

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 Assessment: PE Program Planning and Curriculum Content for F-6

5-7 minutes throw it over the net.

Vary the ball size.

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Assessment: PE Program Planning and Curriculum Content for F-6

RISK ASSESMENT
This table below illustrates the different risk assessment procedures that should be adhered when teaching physical education.
RISKS Control measures
Equipment Ensure all equipment is safe for the students to use.
Sun safety Students are to wear their hats if they are outside. Put sunscreen
on and bring their water bottles. Students are not allowed to
share water bottles.
Jewellery Jewellery can be a serious hazard when students participate in
any form of activity. Students are not permitted to wear any form
of jewellery in physical education.
Physical Contact with other people and other objects. Ensure all Instructions and rules are explicitly identified to the
students to eliminate any potential harm. In the rules unpack
with the students the different boundaries for each activity.
Strains Sprains Fatigue and exhaustion Stretch pre and post exercise and complete warm-up and warm-
down activities. For every class ensure first aid kit is available at
all times. Constantly observe students for signs of fatigue and
exhaustion.
Obtain parental consent with the appropriate medical data
Medical conditions, Special needs and High-risk behaviours needed. If there are any students in the class that face medical
conditions, ensure the right emergency plans are undertaken.
Ensure relevant documentation is available for the students who
endure medical conditions, special needs and high-risk
behaviours. For the high-risk behaviour students make sure there
is a plan easily accessible to minimise any harm.

Source: (Department of Education and Training n.d.,)

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Appendices

Appendix A: Underhand vs. Overhand Throwing Assessment (Clegg 2014).

Physical Education Exit Slip for Throwing

Name:_____________________________ Grade:_____________

Circle the kid who is using an underhand throw.

Circle the kid who is using an overhand throw.

What letter do we shape our body into when getting ready to

throw overhead?

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