FORWARD PLANNING DOCUMENT

TERM: Term 2 - 6 Weeks YEAR LEVEL: 5/6 LEARNING AREA/TOPIC: Health & Physical Education

AUSTRALIAN CURRICULUM HEALTH AND PHYSICAL EDUCATION

General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Understanding Personal and social Intercultural Understanding
thinking Competence

Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

WEEK/ CONTENT SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KTP FOCUS AREA RESOURCES
LESSO STRUCTUR OBJECTIVE (what & how) EXPERIENCES
N E (include learner diversity)
STRANDS
MPA

Warm-Up: Lesson DMP: Statics/Locomotion The teacher will use Warm Up: Good posture: HBPA
1 Ss2.2 (1) an Observational Line chasey (this is a good warm up to get kids moving 1. Shoulders Gym
(MP064) Schedule to observe and working on their balance). back S
Taking part By the end of this lesson the students and assess the
2. Core and
in safe will be able to complete the following: student’s capability of Students will then complete 5 minutes of static and FMS
stretching the Dominant dynamic stretching focusing on the muscles that will be legs
squeezed
and flexibility  Perform all statics accurately Movement Pattern: used in today’s lesson. LLPA
exercises. at least once during the Statics and tight
lesson, Locomotion. As well Activity 1: together. RE
Activities 1 as the fruit system Start with good posture: getting students to imagine that Tuck sit:
& 2: which allows for self they have a string going through their body and it needs
Ss2.1  Demonstrate the ability to
evaluation and to be pulled tight
1. Feet and
recognise correct execution knees
(MP061) students to have to Teacher should get the students to spread out on mats
of the statics. together
Demonstrati identify what is and have space in between them. The teacher should Tumbling Mats
ng and required for an demonstrate and teach students how to perform each of 2. Straight
compiling a orange. the following: back
variety of 1. Tuck sit
static and 2. Front Support Front Support:
dynamic 3. Back support 1. Straight
balances on 4. Stork stand arms (plank)
a range of 5. V-sit, Shoulder stand
& legs
body parts. 6. Front scale
2. Shoulders
Progression; over hands
In between teaching students each static get students to 3. No arch
work in pairs, one student will perform the static while Back Support:
the other will ensure the student performing is meeting 1. Straight
the designated key teaching points. Students swap. arms and
Once both students have performed the static the
teacher can move onto the next one. back
2. Hips up
Students then label themselves either A or B, A’s move Stork Stand:
to the left and B’s move to the right 1. Bottom leg
straight
2. Big toe to
Activity 2/Assessment:
opposite
The class has now been separated into two teams. Observational
Students will go one at a time performing a front support. knee Schedule
The teachers and students will then score the student V-Sit:
either a lemon, strawberry or an orange* 1. Legs
straight at
 If time permits students can perform a v-sit, shoulder
45-60º
stand or front scale. Being scored through the fruit
system.* 2. Arms
straight
Cool Down: Shoulder stand:
Static Stretching: 1. Straight line
5-10 minutes from feet to
Decreases body temperature and prevents injury shoulders
Pay special attention to the muscles used during that
2. Hands on
lesson
hips
Front Scale:
1. Back leg
straight 90º
2. Chest out.
WEEK/ CONTENT SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KTP FOCUS AREA RESOURCES
LESSO STRUCTUR OBJECTIVE (what & how) EXPERIENCES
N E (include learner diversity)
STRANDS
MPA

Warm-Up: Lesson DMP: Statics/Locomotion The teacher will use Warm up: Front Support: HBPA
WEEK/
2 CONTENT
Ss2.2 (2) SPECIFIC LESSON ASSESSMENT
an Observational TEACHING
Tag: First time the student is&tagged
LEARNING
they must perform a KTP FOCUS AREA RESOURCES
1. Straight
LESSO STRUCTUR
(MP064) OBJECTIVE (whatto&observe
Checklist how) EXPERIENCES
tuck sit, the second time the must perform a front
N E part (include learner diversity) arms (plank) S Gym/space
Taking By the end of this lesson the students and assess the support, the third time the must perform a back support
& legs
inSTRANDS
safe will be able to complete the following: student’s capability of  to get free another student must step over the top. FMS
MPA
stretching 1. Perform at least one the Dominant 2. Shoulders
and flexibility handstand assisted or Movement Pattern: Students will then complete 5 minutes of static and over hands LLPA
exercises. unassisted, holding it for 3 Statics and dynamic stretching focusing on the muscles that will be Bunny Hop:
seconds or more Locomotion. used in today’s lesson. 1. Two foot RE
2. Identify features of other take-off and
Activity 1: students handstands that Activity 1: landing
Ss2.1 would categorise them as Teacher should get the students to spread out in groups Observational
2. Straight
(MP061) good, okay or needs work of 2 or 3 on mats and have space in between the Checklist
Demonstrati (fruit system). groups. The teacher should demonstrate and teach arms
ng and students how to perform each of the following: Tuck handstand:
compiling a 1.Bunny Hop 1. Two-foot
variety of 2. Tuck handstand take-off and
static and 3. Scorpion landing
dynamic 4. Half handstand 2. Straight
balances on 5. Full handstand
a range of arms
body parts. 3. Back and
hips straight Cones, mats,
Scorpion: descriptions
Ss2.3 Activity 2: 1. One-foot (circuit is in tutorial
(MP067) Once students have developed the basics get them to landing and notes)
Discovering complete a handstand circuit. The circuit will have 6
take-off
and applying stations therefore having approximately 6 students per
tasks and station. 2. Straight
responsibiliti arms
es for a Cool Down: Half Handstand:
range of Static Stretching: 1. One leg
movements 5-10 minutes should be at
and Decreases body temperature and prevents injury 90º and the
activities in a Pay special attention to the muscles used during that
other at
safe lesson
manner. 180º
2. Straight
arms
Full Handstand:
1. Straight
arms, legs
and back
2. Two feet
together
WEEK/ CONTENT SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KTP FOCUS AREA RESOURCES
LESSO STRUCTUR OBJECTIVE (what & how) EXPERIENCES
N E (include learner diversity)
STRANDS
MPA

Warm-Up: Lesson DMP: Landings The teacher will use Warm up: Feet Landing: HBPA
Ss2.2 an Observational Modified dodgeball: 1. Contact first
3 (MP064) By the end of this lesson the students Schedule to observe Use as many of the soft gym balls as possible each with balls of S Soft gym balls
Taking part will be able to complete the following: and assess the student can only have one (not all students will have a
feet then roll
in safe 1. Demonstrate and perform student’s capability of ball). If you get hit by a ball you have to sit down in a FMS Gym
stretching both low and high level the Dominant tuck sit (it must be a direct hit)* take notice of who hit through to
and flexibility landings correctly Movement Pattern: you. If the person who tags you then gets hit they have heels and LLPA
exercises. 2. Identify features of other Landings. to sit down and you can get back up. bend and
students landings that would the knees RE
categorise them as good, Students will then complete 5 minutes of static and and hips to
okay or needs work (fruit dynamic stretching focusing on the muscles that will be finish as if
system). used in today’s lesson.
sitting on a
Activities 1 Activity 1: motor bike
& 2: Get students to spread out across the mats teacher (toe, heel,
Ss.2.1 should demonstrate each of the following one at a time knee, hips) Tumbling mats
(MP063) allowing students to practice in between and ensuring 2. Do not bend
that students only move onto the higher difficulty past 90’
Suggesting landings once they are competent with the easier
and using landings.
movement
ideas and
1. Very low jump. Absorb impact on toes to heels
strategies to
2. Add on bent knees
perform
3. Run and jump as high as possible and land
movements
correctly
in a
4. Land on benches with straight jumps
sequence or
5. Add variety by changing the body shapes in
individually Observational
the air
at different Checklist
6. Gradually increase the height of take off, make
levels with
sure heels stay on the ground
or without
equipment.
Activity 2:
In small groups students should try to create their own
landing circuit of 3 landings plus including making up
their own landing that can be on their feet, or hands.
Cool Down:
Static Stretching:
5-10 minutes
Decreases body temperature and prevents injury
Pay special attention to the muscles used during that
lesson
WEEK/ CONTENT SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KTP FOCUS AREA RESOURCES
LESSO STRUCTUR OBJECTIVE (what & how) EXPERIENCES
N E (include learner diversity)
STRANDS
MPA

Warm-Up: Lesson DMP: Springs The teacher will use Warm up: Side Leap: HBPA
4 Ss2.2 an Observational Chasey: when tagged have to bob down and to be freed - step take off Gym
(MP064) By the end of this lesson the students Schedule to observe another student has to leap frog over - turn and S
Taking part will be able to complete the following: and assess the
land
in safe student’s capability of Students will then complete 5 minutes of static and FMS
stretching 1. Demonstrate a side and the Dominant dynamic stretching focusing on the muscles that will be Front leap:
and flexibility front leap twice in both static Movement Pattern: used in today’s lesson. - step leap LLPA
exercises. and dynamic situations. Springs. They will also - land one
2. Practice a springs sequence use the fruit method to foot at a RE
Activities using 3 or more different assess students small Activity 1: time
1& 2 springs in a dynamic performance as well Get students to spread out across the mats teacher Cat-Leap: Observational
Ss.2.1 situation. as assess the class’ should demonstrate each of the following one at a time checklist
- 1 foot take
(MP063) knowledge of what is allowing students to practice in between and ensuring
Suggesting required for a student that students only move onto the higher difficulty springs off
and using to be deemed an once they are competent with the easier springs. - Left knee up Tumbling mats
movement orange, strawberry 1. Side leap - Swap legs
ideas and and lemon. 2. front leap mid-air
strategies to 3. cat-walk Change legs leap:
perform 4. change legs. - Step onto
movements Get students who are capable to add in a small run up.
in a left leg
sequence or Assessment/ Activity 2: - Kick left leg
individually Put together a 3 leap/spring sequence and demonstrate forward
at different to the class individually, using the fruit assessment - Land right
levels with method (orange, strawberry, lemon). * leg
or without
equipment. Cool Down:
Static Stretching:
5-10 minutes
Decreases body temperature and prevents injury
Pay special attention to the muscles used during that
lesson
WEEK/ CONTENT SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KTP FOCUS AREA RESOURCES
LESSO STRUCTUR OBJECTIVE (what & how) EXPERIENCES
N E (include learner diversity)
STRANDS
MPA

5 Warm-Up: Lesson DMP: Rotation: The teacher will use Warm Up: Log Roll:
Ss2.2 an Observational Simon says: this game is when ‘Simon’ or a chosen - Arms by HBPA Gym
(MP064) By the end of this lesson the students Schedule to observe student has person different leaps such as tuck jump, side
Taking part will be able to complete the following: and assess the star jump, pin jump, half turn, full turn. S
- Good body
in safe student’s capability of If students do the movement and the student hasn’t said
stretching 1. Demonstrate static rotations the Dominant ‘Simon says’ that student moves to the side as they can’t tension FMS
and flexibility that vary in difficulty, must Movement Pattern: win but continues to play the game. Forward Roll:
exercises. be performed 3 times each Rotation - Hips high LLPA
to be deemed competent. Students will then complete 5 minutes of static and
2. Practice creating individual dynamic stretching focusing on the muscles that will be - Place back RE
rotation sequences, used in today’s lesson. of head on
Activities 1 demonstrating an ability to ground
& 2: link movements. Activity 1:
Ss.2.1 Get students to spread out across the mats teacher - Back stays Tumbling mats
(MP063) should demonstrate each of the following one at a time rounded
allowing students to practice in between and ensuring Backward Roll:
Suggesting that students only move onto the higher difficulty
and using rotations (such as backward roll and cartwheel) once
- Hands by
ears and
movement they are competent with the easier rotations (forward roll
ideas and and log roll). push hard
strategies to 1. Log roll - Stay tucked
perform 2. Forward roll - Good
movements 3. Backward roll momentum
in a 4. Cartwheel to get over.
sequence or *safety concerns for the child neck/back when doing
individually forward and backward rolls.
Cartwheel:
at different
levels with Activity 2: - Hand, hand,
or without Students should aim to individually create a sequence foot, foot Observational
equipment. that incorporates leaps and rotation e.g. dive roll or Schedule
cartwheel into a forward roll. Must perform at least 2 leap - nd
2 arm over
and rotation movements to create a sequence. the top

Cool Down:
- Push off
Static Stretching: hands
5-10 minutes
Decreases body temperature and prevents injury
Pay special attention to the muscles used during that
lesson
WEEK/ CONTENT SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KTP FOCUS AREA RESOURCES
LESSO STRUCTUR OBJECTIVE (what & how) EXPERIENCES
N E (include learner diversity)
STRANDS
MPA

Warm-Up: Lesson DMP: Combination The teacher will use Warm up: KTP’s as taught in Tumbling mats
6 Ss2.2 an Observational Log roll activity: students are split into two teams. In one previous lessons HBPA
(MP064) By the end of this lesson the students Schedule to observe team all students lie right next to each other and one Gym
will be able to complete the following: and assess the student sit on their knees at one end, all students lying S
Taking part 1. Create and perform a group student’s capability of down have to roll the same direction at the same time,
in safe performance that the Dominant the student on top has to have good body tension and FMS
stretching incorporate statics, springs, Movement Pattern: should get rolled along the other students they keep
and flexibility landing and rotation Combination (which rolling and then the next person at the front then goes on LLPA
exercises. ensuring that the includes springs, top.
performance flows and isn’t landing, rotation and RE
disjointed. statics.) Students will then complete 5 minutes of static and
dynamic stretching focusing on the muscles that will be
used in today’s lesson.

Activities 1 Activity 1:
& 2: Individually students can combine, leaps, rolls and
cartwheels, to perform a 5-step routine.
Ss.2.1 Fruit rating system
(MP063) - Perform to the class with the class giving them
a fruit rating based on their prior knowledge. *
Suggesting
and using Activity 2:
movement Add in one apparatus and in groups of 3 create a short
ideas and performance that shows all three students performing
strategies to one leap, one roll or cartwheels and change of
perform possession of the apparatus.
movements
in a - Students wo are watching have the point out
sequence or one positive and one negative
individually
at different Cool Down:
levels with Static Stretching:
or without 5-10 minutes
equipment. Decreases body temperature and prevents injury
Pay special attention to the muscles used during that
lesson
 Those students who scored a strawberry or lemon should have another go and try and get to the level above what they originally scored. If time permits and all
students can have another go, students who originally scored an orange must aim for another orange to equal their score.
References:
- Australian Curriculum. (2018). Year 5/6 Strands. Retrieved from: https://www.australiancurriculum.edu.au/f-10-curriculum/health-and-physical-
education/?year=12996&strand=Movement+and+Physical+Activity&capability=ignore&capability=Literacy&capability=Numeracy&capability=Information+and+Commu
nication+Technology+%28ICT%29+Capability&capability=Critical+and+Creative+Thinking&capability=Personal+and+Social+Capability&capability=Ethical+Understan
ding&capability=Intercultural+Understanding&priority=ignore&priority=Aboriginal+and+Torres+Strait+Islander+Histories+and+Cultures&priority=Asia+and+Australia%
E2%80%99s+Engagement+with+Asia&priority=Sustainability&elaborations=true&elaborations=false&scotterms=false&isFirstPageLoad=false

- Everett, J. (2010). How Fit Are You?. Runner's World. Retrieved 16 February 2018, from https://www.runnersworld.com/workouts/how-fit-are-you

- Grassie, J. (2016). Gymnastics 101: Glossary. NBC Olympics. Retrieved 16 February 2018, from http://www.nbcolympics.com/news/gymnastics-101-glossary

- Isacowitz, R. Pilates (2nd ed., p. Excerpts).

- Johnson, R. (2016). 3 Simple Exercises That Will Help You Finally Nail That Handstand. mindbodygreen. Retrieved 19 February 2018, from
https://www.mindbodygreen.com/0-26683/3-simple-exercises-that-will-help-you-finally-nail-that-handstand.html

- Smith, S. (2015). The 5 Best Handstand Exercises You Aren't Doing. DOYOUYOGA.COM. Retrieved 19 February 2018, from https://www.doyouyoga.com/the-5-best-
handstand-exercises-you-arent-doing-90108/

- Stern, D. 5 Exercises to Improve Your Posture. ACTIVE.com. Retrieved 16 February 2018, from https://www.active.com/fitness/articles/5-exercises-to-improve-your-
posture

- Stryker, K. (2016). 4 Drills for Getting Stronger and Better at Handstands. Breaking Muscle. Retrieved 19 February 2018, from https://breakingmuscle.com/fitness/4-
drills-for-getting-stronger-and-better-at-handstands
 Gymnastics Rationale:
Gymnastics can provide various body management and physical activity opportunities that when taught correctly can be valuable to students and
can be transferred to other skills or skill practices. This is due to the fact that gymnastics aims to help students improve the management of their
body, once this has been achieved students can also begin to improve on other activities such as also managing an implement such as a racket
or bat as well as body management while using a projectile such as a javelin, shot put or ball. Students will also be able to better manage their
bodies in weather conditions (rain, snow, extreme heat) as well as managing their body when having to face opponents.

The function of a school gymnastics program is to allow students to learn the basics of gymnastics in a safe and controlled environment so that
they can have an enjoyable and rewarding experience that all students no matter their gender or ability. School gymnastics programs also
encourage full participation of all students. Gymnastics encourages FMS (functional movement skills) development and extension in students
which is the foundational of all skills it includes running, jumping, catching and throwing. Current gymnastics school programs are based around
the DMP’s (dominant movement patterns) these are:

1. Statics
2. Locomotion
3. Rotation
4. Springs
5. Landings
6. Swings

The DMP’s are the building blocks associated with gymnastics and acrobatic movements, that help to build up to more complex skills and that
can be transferred to other sports such as football, netball, basketball and diving.

An approach that helps teaching to progress through the basics of gymnastics in a logical and progressive approach is the SPACE method:
S: Skill progressions – how can the activity be made more difficult or easier, can the skill be broken down into smaller parts that can be easily
taught.
P: Physical preparation – what needs to be done to prepare the body for the skill that will be undertaken.
A: Appropriate Key teaching points – what are the points that should be emphasised when teaching students.
C: Common Errors: what are some of the common mistakes made by students and how can these be minimised.
E: Evaluate: how can progress be measured/evaluated?

The gymnastics school program will cover 5 of the 6 DMP’s, this is due to swings being difficult to cover without the appropriate equipment and
safety precautions. They will be covered in the following order: 1. Statics and Locomotion, 2. Statics and Locomotion, 3. Landings, 4. Springs, 5.
Rotation, 6. Combination.