Lesson Plan 1

Topic area: Stage of Learner: Syllabus Pages:

Cultural Games 4 30-31, 53
Date: Location Booked: Lesson Number:
10/08/2017 Computer Room 1 /10
Time: Total Number of students: Printing/preparation:
60 minutes 24

Outcomes Assessment Students learn about Students learn to

Syllabus outcomes Lesson assessment • Personal benefits of • Participate in
• Outcome 4.9 • Informal participation in initiative/challenge
A student describes the Assessment via physical activity activities designed to
benefits of a balanced discussion questions – physical develop teamwork,
lifestyle and participation in to assess prior – social cooperation and
physical activity. knowledge – emotional problem-solving.
• Informal – mental
• locate information
Life Skills outcomes assessment via – spiritual
about preferred
• LS.19 A student group
activities from a
demonstrates skills presentations.
variety of sources, eg
required to participate in a Students will submit
newspaper,
preferred physical activity. their presentations
telephone, internet
• LS.20 A student to the teacher,
demonstrates strategies allowing me to see
required to participate in a how they worked
preferred physical activity. during the class and
how much
knowledge they
took away from the
lesson.

Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills

• History and Aboriginal Studies- The lesson • Identification of fundamental movement

highlights the importance of Aboriginal culture in skills used in traditional Aboriginal games
sport and focuses on traditional games played in • Communicating
Aboriginal culture, which can be modified to • Decision making
relate to modern day games. • Planning
• Interacting
• Literacy- Students demonstrate literacy skills by • Problem solving
working in teams to develop a presentation to
share with the class, allowing students to display
their public speaking abilities in front of the class
and teacher.

• ICT- ICT is incorporated into the lesson using

computers to perform research and by using the
projectors to display each groups presentation to
the class.
 Quality Teaching Elements (lesson focus) Highlight the appropriate areas
Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, substantive 1.2 Deep understanding 1.5 Metalanguage
concepts, skills and ideas. Such pedagogy treats knowledge as something that requires active 1.3 Problematic 1.6 Substantive communication
construction and requires students to engage in higher-order thinking and to communicate knowledge
substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work 2.2 Engagement 2.5 Students’ self regulation
productively in an environment clearly focused on learning. Such pedagogy sets high and 2.3 High Expectations 2.6 Student direction
explicit expectations and develops positive relationships between teacher and students and
among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to students. knowledge 3.5 Connectedness
Such pedagogy draws clear connections with students’ prior knowledge and identities, with 3.2 Cultural knowledge 3.6 Narrative
contexts outside of the classroom, and with multiple ways of knowing all cultural perspective. 3.3 Knowledge integration

How the quality teaching elements you have identified are achieved within the lesson.

Teaching Indicators of presence in the lesson

element
1.2 Deep There is scope for students to develop a deep understanding of Aboriginal Culture, which
Understanding will be shown through the first part of the lesson, where culture is the focus. Once students
display that they are developing a deeper understanding of what culture is, the lesson will
move to focus on traditional games.
2.6 Student The lesson is revolved around student direction. After the initial teacher direction, the
Direction remainder of the lesson is dependent on students working cooperatively together to
complete the given tasks.
3.2 Cultural The aim of the lesson is to increase students’ knowledge of Aboriginal culture, with a focus
Knowledge on traditional games. The first part of the lesson is highly focused on revising/ learning
about Aboriginal culture, moving to traditional games once students show they have
developed a greater knowledge of what culture is.
Time Teaching and learning actions Organisation Centred
T/S
10min Introduction to the topic of Cultural Games Teacher: Organise the classroom so T&S
including explanation of what the topic all students are facing the front of
involves- exploring and learning about the the room Writing on the board,
history of Aboriginal culture, with a focus on making sure students are
the traditional games they played and the skills remaining engaged by checking
used in those games, and how they relate to that all computers are still
games and sports played today. switched off

Introductory discussion (Informal Assessment Student: Facing the board with the
to gather understanding of students’ prior questions and working together
knowledge)- with their peers to answer
I will write two questions on the white board appropriate questions
and give students 3 minutes to discuss with the
person next to them what they think are Resources: whiteboard and
suitable answers to the two questions. markers, computers to remain
The questions are- switched off until instructed
What is Culture? Culture is the characteristics
and knowledge of a particular group of people,
encompassing language, religion, cuisine, social
habits, music and arts.
What are some elements of Aboriginal Culture?
Art, music, games, weapons, stories, food,
language, location, dance, shelter, rituals
I will write their answers on the board under
each question and will add to it if needed. I will
then discuss the answers with the class,
providing examples of each answer to work
towards the students developing a deeper
understanding of Aboriginal Culture.

10min I will place students into 4 groups of 6 through Teacher: Explain the task to the S
random numbering. students, organise the work groups
Each group will be given the name of a and write the questions on the
traditional Aboriginal game and a number of board.
questions to answer which will be written on
the board. Student: Get into their selected
Questions include- groups and work cooperatively to
What is the name of your game? answer the questions
Where does the name come from?
Where was, the game created? Resources: White board, markers
What is the history of your game? and computers
How many people can play the game at one
time?
How is the game played? (Provide a diagram or
demonstration)
Students will be instructed to turn on the
computers and to use the internet to conduct
their research.
The 4 games are:
Koolchee, Borna Jokee, Gorri and Wana
15min Once each group has completed the questions,
I will instruct each group to create a short 2-3
minute presentation, displaying the
information about their given game. They will
be given the option to use a variety of display
methods including, a power point display, using
the whiteboard, demonstrating, finding video
clips on the internet or any other method that
is appropriate to use in the classroom.
20min Each group will present their Aboriginal game
through their chosen method. I will use this as
chance to assess students’ involvement in the
presentation and to monitor how in depth their
information is and whether they successfully
answered all questions. The rest of the class
will be encouraged to ask questions at the end
of each group presentation to ensure every
student is left with a sound understanding of
each Aboriginal game.
5min Conclusion of the lesson will involve me asking
the students to turn off the computers and
pack up their belongings, but remain in their
seats.
I will ask questions to the class based from
their presentations which will allow me to
develop an understanding of whether the
students were listening to their peers during
the presentations and to see how much
information they retained.
I will inform the class that in the next lesson we
will be practicing the skills used in these games
and will progress to playing them the
traditional way.
Teacher: Explain the task to the S
students, making sure they are
facing me
Student: Work in groups to create
a presentation to share their
research findings with the rest of
the class
Resources: Computers, white
board, markers
Teacher: S
Student: Work with their groups to
show their research through their
chosen presentation method
Resources: Computers, projector,
white board, markers, note pad,
pen
Teacher: Settle the class after the T
presentations and have questions
ready to go
Student: Turn off the computers
and remain in their seats until the
teacher lets them leave
Resources: notes taken during
presentations.
Reflection
What have I learned about the teaching and learning process when preparing this lesson?
I have learnt that it is important to have a lesson that involves both teacher and student
centred activities to prevent students from becoming uninterested. I have learnt that
activities need to be engaging and interesting and that finding engaging activities is not
always easy, but it also depends on the topics being taught. I have realised that teaching a
theory lesson on games may be a challenge, but I feel as though it is an important lesson to
have before jumping straight into the practical side.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

4.9 A student describes the
benefits of a balanced lifestyle
and participation in physical
activity.
LS.19 A student demonstrates
skills required to participate in
a preferred physical activity.
LS.20 A student demonstrates
strategies required to
participate in a preferred
physical activity.
Informal assessment via group presentations. Students will
submit their presentations to the teacher, allowing me to
see how they worked during the class and will allow me to
assess their level of understanding of Aboriginal games.
Informal assessment via group presentations. Students
have to describe how the game is played, which will involve
some basic movement skills.
Informal assessment via group presentations. Students
have to describe how the game is played in their
presentation, as well as providing a diagram or
demonstration which will show me their strategies for
learning how to play the chosen game.

Other considerations

Graduate Standards Evidence within this lesson

4.1 Support Student The lesson is focused on group work, which encourages peers to
Participation work cooperatively together to complete the given tasks. Student
participation is also encouraged through presentations which
provides students with the opportunity to be involved.
4.5 Use ICT Safely, Students are encouraged to use computers and resources
responsibly and responsibly, which will be monitored by the teacher during their
ethically group work and their presentations.

WHS
What are the key risk issues that may appear for and need to be reduced/eliminated in this
lesson? Using your syllabus and support documents as well as other WHS policy- Outline
the key WHS considerations that are to be applied in this lesson?
• General hazards in classroom- walkways to remain clear and students to
leave their bags outside the classroom. Chairs to remain tucked in and only
rotating to face the front of the classroom
• Use of Computers for an extensive period may result in eye strain, which may
be eliminated by encouraging students to rotate roles in their groups.
• -Consult with school’s internet policy to ensure internet-based resources are
accessible (not blocked)
References

Australian Institute of Teaching and School Leadership. (2014). Australian Professional

Standards for Teaching: Graduates. Retrieved on: 10th August 2015. Retrieved From:
http://www.aitsl.edu.au/australian-professional-standards-for-
teachers/standards/list?c=graduate

Australian Sports Commission. (2009). Yulunga Traditional Indigenous Games Retreived

from:
https://www.ausport.gov.au/__data/assets/pdf_file/0011/376139/SP_31864_TIG_resource
_K-3.pdf

Board of Studies. (2003). Personal Development, Health and Physical Education Years 7-10,
Syllabus. Sydney: Australia.

Korff, J. (2015), Traditional Aboriginal games and activities. Creative Spirits. Retrieved from:
https://www.creativespirits.info/aboriginalculture/sport/traditional-aboriginal-games-
activities#axzz4oYoiCA1e

Unit Plan: Indigenous Games (n.d.). Retrieved August 2, 2017, from:

https://cms.qut.edu.au/__data/assets/pdf_file/0011/387713/mariah-assessment-plan.pdf

Resources Attached
 Lesson Plan 2

Topic area: Stage of Learner: Syllabus Pages:

Aboriginal Games 4 30-31, 53
Date: Location Booked: Lesson Number:
14/08/2017 Gymnasium/ Indoor court 2/10
Time: Total Number of students: Printing/preparation:
60 minutes 24 Equipment to play the games
– 12 x bibs
– 2 x bins
– 50 x tennis balls
– markers
– foam bowling pins

Outcomes Assessment Students learn about Students learn to

Syllabus outcomes Lesson assessment • lifelong physical • participate in a range of
• Outcome 4.10 A • Informal activities physical activities that are
student explains assessment by – competitive/non- traditionally associated with
how personal analysing competitive specific groups.
strengths and students’ – individual/group/
abilities contribute throwing and team • Participate in
to enjoyable and catching – recreational initiative/challenge activities
successful techniques. activities designed to develop
participation in – health and fitness teamwork, cooperation and
physical activity. • Informal – initiative/challen problem-solving.
assessment by ge activities
Life Skills outcomes monitoring – physical activities • participate in physical
• LS.19 A student games and how with cultural activities with cultural
demonstrates skills students significance significance, eg Indigenous
required to participate and dance, ethnic games.
participate in a what strategies
• explore physical activities
preferred physical they use in their
which can be undertaken
activity. methods of
individually, with a partner,
playing the
or as part of a group, eg
• LS.20 A student games.
fishing, table tennis,
demonstrates football.
strategies required
to participate in a • demonstrate skills needed
preferred physical to participate in a preferred
activity. physical activity, eg riding a
bike using gears and brakes
effectively.
Cross Curriculum themes & General Explicit subject specific concepts and skills
capabilities • Identification of fundamental movement skills
• History and Aboriginal Studies- The used in traditional Aboriginal games
lesson highlights the importance of • Communicating
Aboriginal culture in sport and focuses • Decision making
on traditional games played in Aboriginal • Planning
culture, which can be modified to relate • Interacting
to modern day games. • Problem solving
 Quality Teaching Elements (lesson focus) Highlight the appropriate areas
Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something 1.3 Problematic 1.6 Substantive communication
that requires active construction and requires students to engage in higher-order knowledge
thinking and to communicate substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work 2.2 Engagement 2.5 Students’ self regulation
productively in an environment clearly focused on learning. Such pedagogy sets high and 2.3 High Expectations 2.6 Student direction
explicit expectations and develops positive relationships between teacher and students
and among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to knowledge 3.5 Connectedness
students. Such pedagogy draws clear connections with students’ prior knowledge and 3.2 Cultural knowledge 3.6 Narrative
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.3 Knowledge
cultural perspective. integration

How the quality teaching elements you have identified are achieved within the lesson.

Teaching Indicators of presence in the lesson

element
1.6 Substantive The lesson involves partner and team work, which both revolve around high levels of
Communication communication. The lesson is not possible without communication as there is many
discussions and explanations throughout the lesson.
2.2 The lesson involves a lot of instruction and is highly teacher involved, which should lead
Engagement towards students staying engaged in the tasks. The lesson also involves a lot of
modifications and changes to aim at keeping students highly engaged.
3.2 Cultural The lesson continues from the previous one which was about the history and culture of
Knowledge Aboriginals. This lesson is highly focused on one Aboriginal game and students will learn
the background knowledge about the game before participating in it.
Time Teaching and learning actions Organisation Centred
T/S
5min Recap from the previous lesson and introduction to Teacher: Organise the class so they T
today’s lesson. are facing me, possibly sitting down
What did we learn about last lesson? Aboriginal facing the front where I am standing
Culture and Traditional games.
How many games did we learn about? 4 Student: Facing the teacher and
Can anyone remember what they were called? listening
Koolchee, Wana, Borna Jokee, Gorri
Today we will be learning and practicing the skills Resources:
needed to play the game Koolchee.
Can anyone remember anything about Koolchee
from last lesson? (depending on students answers,
use the following)
Background of Koolchee:
This ball-throwing and hitting game was played by
the Diyari people from near Lake Eyre in South
Australia. The balls were called koolchee. The balls
used were as round as possible and were usually
about 8–10 centimetres in diameter. Gypsum,
sandstone, mud, or almost any material that was
easy to work was used to make the balls. The game
was played for hours and usually until the balls left
were too few to cause any excitement.
5min Warm up activity Teacher: Explain the warm up activity, T&S
Students will play line tag which is a game of tag, select two players to be in and give
but students can only run on the marked lines of them bibs to wear.
the basketball court. A student is out if they get
tagged by the player who is in or if they run off the Student: Listen to the teacher,
lines. A variation of this game related to Aboriginal understand the rules and participate
games is called Kangaroo, where students must in the game.
simply move around by jumping like a kangaroo
(feet together and arms held close to the body) Resources:
instead of running. I will select two players to be – 2 x bibs
the taggers and they will be given a bib to wear.
The activity will be repeated once all students have
been tagged or the game goes over 3 minutes, but
instead of players being out when they get tagged
they will be instructed to sit down on the line,
causing a block, meaning players cannot move past
them.
10min Beginner Game Teacher: Explain the rules, set up the
I will call the students into a circle formation, game, hand out bibs, start, control and
making sure they are paying attention to me by end the game.
having no equipment out yet.
In our circle formation, I will explain the rules of Student: Listen to explanation, get
Koolchee, which include: back into pairs, separate, play the
• Players are in teams at each end of the playing game.
area.
• Each team rolls their koolchees underarm (roll Resources:
along the ground) towards the opposing team. – 12 x bibs
The game is a continuous activity. – 2 x bins
• The idea of the game is to hit a koolchee rolled – markers
by a player from the other team. – 50 tennis balls
• Each player has a number of koolchees and
each team has a large central supply in a
bin/basket.
• Players may only use one koolchee at a time.
• Hits made within 3 metres of the line marked at
each end of the playing area do not count.
• When there are no koolchees left, the game is
temporarily halted for players to collect
koolchees so that the game can continue.
• No set scoring is used.
• There is to be no interference with balls on the
playing area.
• Players cannot go into the playing area unless
the game is stopped.
I will instruct students to return to their pairs and
stand on opposite lines again, which will decide
teams. I will hand out bibs to one team. I will mark
out the field using the basketball court lines if
appropriate and markers. Once the game has been
understood and students are in position I will start
the game by saying go. After one completed game,
I will call everyone back in to reflect on the game.
I will ask the following questions
Did you like the game?
Did you think it was hard or easy?
What do you think the main skills we need to play
the game are?
Do you think the game would be easier if we had
practiced these skills?
10min Skill focus- underarm throwing and rolling Teacher: Organise students whilst T&S
I will call the students back into a circle formation, explaining the tasks and monitor
making sure they are paying attention to me by students to make sure they are
having all the equipment placed on the floor. performing the skills correctly, and
The first step of learning to play Koolchee properly is help any students if they need it.
to learn the skills that are needed to play the game.
I will instruct each student to find a partner and to Student: Get into pairs when
stand 10m apart on the lines of the court. I will instructed and practice the skills.
hand out a tennis ball to one line and ask them to
hold it still. Resources:
I will then demonstrate how to throw a ball – 12 tennis balls
underarm using the following teaching points:
1. To throw a ball using the underarm
technique, begin by facing your target while
holding the ball in your dominant hand.
2. Shift your body weight over that same-side
leg. For example, if you’re throwing right-
handed, you’ll put your weight on your
right foot.
3. Swing the arm holding the ball back behind
you and take one step forward with the
other foot so that you’re in a staggered
stance.
4. Your shoulders should remain facing your
target. Swing your arm forward,
simultaneously transferring your weight
onto your lead foot and moving your free
arm back slightly to help you maintain
balance.
5. Release the ball once your hand is
positioned between your waist and
shoulder.
6. To catch the ball, the other student should
have their hands in a shape like they are
holding a ball, they should keep their eyes
on the ball and move their arms to catch it
securely.
I will instruct students to perform 10 throws each
with their dominant hand and then 10 throws each
with their non-dominant hand. After this, students
will be instructed to practice rolling the ball to one
another, 10 times each. Once all students have
completed this, I will ask them to place the balls on
the ground and to return to our circle formation.

Modification:
• To increase difficulty, students can increase the
distance between them, or add an extra step
like having to touch the ground whilst the ball
is in the air before catching it.
• To simplify, the distance between students can
be reduced, or students can focus only on their
dominant hand until they feel comfortable.
5min Replaying the beginner game Teacher: Instruct students to replay T&S
After practicing the skills used in the game, I will the game.
instruct the students to return to the game and play
again. Once The game has finished, I will call Student: Play the first game again,
students back into the circle to reflect on the game focusing on the skills used.
again. I will ask the following questions:
Did you like the game? Resources:
Did you think it was hard or easy? – 12 x bibs
Do you think practicing the skills has helped you to – 2 x bins
play the game better? – markers
How do you think we could change the game? – 50 tennis balls
Dependent on students’ answers, I will modify the
game in a way that will aim to improve their skills
and the level of difficulty and fun.

10min Modified Game Teacher: Explain modifications, set up T&S

To improve the game and difficulty, I will introduce the game, start the game, monitor the
competition. game and end the game.
To do this, I will place a line of five foam bowling
pins or small cone shaped makers about 3 metres in Student: listen to explanation of the
front of each team. Each team will attempt to roll modified game, get back into the start
their koolchees to knock over the pins at the other positon and play the game.
end of the court before the pins at their end are
knocked down by their opponents. Players may Resources:
‘defend’ their own pins by rolling koolchees to hit – 12 x bibs
other koolchees that might knock over one of their – 2 x bins
pins. The pins may be knocked down in any order. – markers
All other game rules remain in place from the first – 50 tennis balls
game. – 10 x foam bowling pins or
Once the game has concluded, I will bring the small cone shaped markers
students back into the circle to discuss, with the
following questions.
Did you like the game?
What was modified from the first game?
Did you think it was harder or easier?
Did you use the throwing and catching techniques
practiced earlier in the game?
Do you think we could change the game any other
way?
10min Modified Game 2 Teacher: Explain the new rules, set up T&S
I will explain the modifications to the previous the new game, start the game, keep
game, which include: time and end the game when it
The game will have the same set up and rules as the finishes.
previous one, but the bowling pins will be placed
along a line halfway between two groups of players, Student: Listen to the explanation, get
and the two teams will work together to knock into formation for the game, play the
them over. I will keep the time of how long it takes game and pack up equipment at the
to knock over all the pins. This game will be end of the game.
repeated two times with players attempting to set a
koolchee record. Resources:
On conclusion of the third game, I will ask students – 12 x bibs
to pack up the equipment and take a seat on the – 2 x bins
floor, facing me. – markers
– 50 x tennis balls
– 12-15 foam bowling pins or
small cone shaped makers
5min Reflection and wrap up Teacher: Wrap up the lesson, ask T&S
Once all students are sitting down and facing me, I discussion questions.
will ask them to recap todays lesson with the
following questions. Student: Answer discussion questions
What did we do first today? Warm Up- line tag
Why did we do that? To get our muscles working so Resources:
we don’t get injuries
What was next? Throwing and catching practice
Why did we do that? To improve our skills before
using them in a game
What was next? Beginners Koolchee
What was the aim of that game? To knock each
others balls out of the field.
What did we do next? Modified Koolchee
How was this different from the first game? Pins
were added for each team to try and knock over.
Was this more enjoyable? (students answer)
What was the last activity? Team Koolchee
What was different about this game? Everyone
worked together to try and knock the pins over in
the middle.
Was this game more enjoyable? (Students answer)
Why did we time this game? To see if we could
improve by working together

I will conclude the lesson by explaining the

importance of teamwork throughout the games,
and explain that not all forms of exercise have to be
through sport, which was shown today in the
lesson, where we exercised through a recreational
activity.
 Reflection
What have I learned about the teaching and learning process when preparing this lesson?
I have learnt that modifying games and activities can be simple, and that there are many
ways to modify a game successfully. I have learnt that it is important to make sure students
can perform the fundamental skills needed in games, as they may struggle or be
disinterested if they are unable to perform the associated skills.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

4.10 A student explains how
personal strengths and
abilities contribute to
enjoyable and successful
participation in physical
activity.
LS.19 A student demonstrates
skills required to participate in
a preferred physical activity.
LS.20 A student demonstrates
strategies required to
participate in a preferred
physical activity.
Students are to use their cultural background knowledge
along with the added knowledge of each game to think
about how games are a form of physical activity, and to
think about how these traditional cultural games may
relate to modern day games. Their cultural understanding
will be assessed using discussion questions throughout the
lesson.
Students are demonstrating their throwing and catching
skills in the lesson, which will allow me to informally assess
their skills and help them to improve them where needed.
Students are participating in a number of new games,
providing them with the opportunity to develop a strategy
to use in order to successfully play the game. These
strategies will be used as a method of informal assessment.

Other considerations
Graduate Standards
2.4 Understand and respect Aboriginal and
Torres Strait Islander people to promote
reconciliation between Indigenous and non-
indigenous Australians
4.1 Support Student Participation
4.2 Manage Classroom activities
Evidence within this lesson
The lesson promotes Aboriginal culture and with the
background knowledge from the previous lesson, the students
are being challenged to think about the culture whilst
participating in the lesson.
The lesson is built around all students participating, as all
activates are in pairs or teams. The activity is changed every 10
minutes to keep students engaged an wanting to participate.
The lesson is highly teacher centred, which allows me to have
control of the class and also allows me to react appropriately if
something needs to be modified or changed for any reason.

WHS
What are the key risk issues that may appear for and need to be reduced/eliminated in this
lesson? Using your syllabus and support documents as well as other WHS policy- Outline
the key WHS considerations that are to be applied in this lesson?

Hazards in the gymnasium may include the equipment we are using for the activities,
which will be packed away when not being used, preventing students playing with it.
Bags will be left in change rooms to avoid further hazards in the gym.
Students are throwing balls to each other, which may be seen as a hazard, but
correct teaching techniques should help to prevent this.
References:

Australian Institute of Teaching and School Leadership. (2014). Australian Professional

Standards for Teaching: Graduates. Retrieved on: 6th August 2017. Retrieved From:
http://www.aitsl.edu.au/australian-professional-standards-for-
teachers/standards/list?c=graduate

Australian Sports Commission. (2009). Yulunga Traditional Indigenous Games Retreived

from:
https://www.ausport.gov.au/__data/assets/pdf_file/0011/376139/SP_31864_TIG_resource
_K-3.pdf

Board of Studies. (2003). Personal Development, Health and Physical Education Years 7-10,
Syllabus. Sydney: Australia.

Korff, J. (2015), Traditional Aboriginal games and activities. Creative Spirits. Retrieved from:
https://www.creativespirits.info/aboriginalculture/sport/traditional-aboriginal-games-
activities#axzz4oYoiCA1e

Unit Plan: Indigenous Games (n.d.). Retrieved August 2, 2017, from:

https://cms.qut.edu.au/__data/assets/pdf_file/0011/387713/mariah-assessment-plan.pdf

Resources Attached:
Resource 1:
Resource 2:

Resource 3:
 Lesson Plan 3

Topic area: Stage of Learner: Syllabus Pages:

Cultural Games 4 30-31, 53
Date: Location Booked: Lesson Number:
16/08/2017 Gymnasium/ Indoor Court 3/10
Time: Total Number of students: Printing/preparation:
60 minutes 24 – 12 x bibs
– 24 kanga cricket balls
– 6 kanga cricket bats
– 1 x bin
– 12 markers
– 1 marker of a different colour

Outcomes Assessment Students learn Students learn to

about
Syllabus outcomes Lesson assessment • lifelong • participate in a range of
• Outcome 4.10 A • Informal physical physical activities that are
student explains how assessment by activities traditionally associated with
personal strengths analysing – competitive/ specific groups.
and abilities students’ non-
contribute to throwing and competitive • Participate in
enjoyable and catching – individual/ initiative/challenge activities
successful techniques from group/team designed to develop teamwork,
participation in the previous – recreational cooperation and problem-
physical activity. lesson, as well as activities solving.
their striking and – health and
Life Skills outcomes blocking fitness • participate in physical activities
• LS.19 A student techniques. – initiative/ with cultural significance, eg
demonstrates skills challenge Indigenous dance, ethnic
required to • Informal activities games.
participate in a assessment by – physical
• explore physical activities which
preferred physical monitoring the activities with
can be undertaken individually,
activity. games and how cultural
with a partner, or as part of a
students significance
group, eg. fishing, table tennis,
• LS.20 A student communicate and
football.
demonstrates participate, and
strategies required to what strategies • demonstrate skills needed to
participate in a they use in their participate in a preferred
preferred physical methods of physical activity, eg. riding a
activity. playing the bike using gears and brakes
games. effectively.
Cross Curriculum themes & General Explicit subject specific concepts and skills
capabilities • Identification of fundamental movement skills
• History and Aboriginal Studies- The lesson used in traditional Aboriginal games
highlights the importance of Aboriginal • Communicating
culture in sport and focuses on traditional • Decision making
games played in Aboriginal culture, which • Planning
can be modified to relate to modern day • Interacting
games. • Problem solving
 Quality Teaching Elements (lesson focus) Highlight the appropriate areas
Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something 1.3 Problematic 1.6 Substantive communication
that requires active construction and requires students to engage in higher-order knowledge
thinking and to communicate substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work 2.2 Engagement 2.5 Students’ self regulation
productively in an environment clearly focused on learning. Such pedagogy sets high and 2.3 High Expectations 2.6 Student direction
explicit expectations and develops positive relationships between teacher and students
and among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to knowledge 3.5 Connectedness
students. Such pedagogy draws clear connections with students’ prior knowledge and 3.2 Cultural knowledge 3.6 Narrative
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.3 Knowledge
cultural perspective. integration

How the quality teaching elements you have identified are achieved within the lesson.

Teaching Indicators of presence in the lesson

element
1.6 Substantive All the activities in the lesson involve teamwork and need communication to be
Communication successful. I have placed a strong emphasis on communication in the past lessons, and it
is evident in this lesson through the activities and group discussions.
2.2 Engagement There are several different activities planned for the lesson which has been aimed to
keep students engaged. The activities are set up to include everyone and to allow every
student to have a go at each different activity, which should keep them engaged.
3.2 Cultural Cultural knowledge is a key focus in the lesson, with every activity relating back to
Knowledge Aboriginal culture. Before each activity, the background story of the game is shared with
the class, to increase their understanding of culture.
 Time Teaching and learning actions Organisation Centred
T/S
5min Recap from previous lesson and introduction Teacher: Organise the class, get T
Once all students are ready and sitting down facing me, I them settled by sitting on the
will ask them quick recap questions. ground facing the front
What game did we focus on last lesson? Koolchee
What skills were involved with Koolchee? Throwing and Student: pay attention to the
catching teacher and sit on the ground as
How did we modify the game? Added pins as targets to instructed
knock down
What was an important component of Koolchee that Resources:
was needed during the teamwork games?
Communication
This lesson, we will be focusing on another traditional
game, called Wana. We will be looking at and practicing
the skills used in the game, and how this game relates to
a game played all over the world today.
Can anyone remember anything about Wana from the
first lesson?
(if students can remember, let them tell the class about
it, if not use the following)
Background of Wana:
The young Noongar girls in the southwest of Western
Australia played many skill games. In one of these a
short stick was placed on the ground and girls attempted
to hit the stick while one girl defended it using her wana
(digging stick).
5min Warm up Teacher: Organise the students, T&S
I will instruct students that they are playing a modified explain the game and rules, set
game of bull rush, with the modification coming from a the boundaries, select student
traditional Aboriginal game called Thapumpan. to be in, start the game, monitor
Background: the game
The tag game of thapumpan (shark) was observed being
played by little children at Cape Bedford in north Student: listen to the rules, get
Queensland. into the starting position and
The tagger bends one arm over the top of his or her play the game
head like a thapumpan (shark) fin. The player then bends
over and chases the other players in a manner to Resources:
represent a thapumpan’s movements in the water. – basketball court
I will instruct students to line up on the side line of the – 1 x bib
basketball court, and will set the boundary lines as the
side line of the court to the half way line. Students will
be running from baseline to baseline, and if they get
touched, they are to sit down where they were touched.
The students that get tagged can touch people with their
arms if they run past but cannot move from where they
are sitting.
I will then select one person to be the tagger, who will
wear a bib and the game will begin.
We will repeat the game twice, with a different tagger
each game.

10min Beginner game: Wana Teacher: Set up the game and

Once students are in the circle formation, I will set up
the next activity which includes:
1. Place a bin in the middle of a large hoop or marked
circle with a 1–2-metre diameter. We will use the
centre circle of the basketball court.
2. Use cones to mark a larger circle with a diameter of
10 metres.
I will then explain the rules of the game to the class
which include:
3. Throwers with a ball each stand with one foot on the
line/marker and in turns attempt to underarm throw
a ball into the bin.
4. One player with a bat stands next to the bin but
outside the hoop (or 1–2-metre circle area).
5. The player with the wana (bat) blocks the ball but is
not allowed to hit it away hard. As soon as the ball is
blocked or missed by the batter the next player with
a ball may throw at the bin.
6. The game is continuous and all the balls are
retrieved when every player in the group has had a
turn. Count the number of balls that land in the bin.
7. Change the player with the bat and continue the
game until all players have had a turn.
explain the rules. Instruct all
students to stand on the marked
circle with one ball each. Select
one student to be the striker and
give them the wana. Start the
game, instructing players that
they cannot throw until the
person next to them has thrown
and the batter has either
blocked the ball or it has landed
in the bin. Stop the game after
everyone has thrown and
instruct students to collect all
the balls and return to the
starting spot around the circle.
Student: Listen to the rules and
stand around the circle when
instructed. Throw the ball when
it is their turn and then wait
until everyone has thrown
before moving to collect the
balls.
Resources:
 Set Up: – 1 x bin
– 23 x kanga cricket balls
– 1 x kanga cricket bat
12 markers

Once the game has been repeated, I will stop the game
and bring everyone back into the circle formation for a
discussion.
Discussion questions will include:
Does everyone like this game?
Do you think it is a good game for a big group?
What skills do we need to be able to play this game?
Do you think this game would be easier if we had
practiced these skills?

10min Skill focus: blocking/ striking Teacher: Explain and

After playing the game, I will explain that Wana is a demonstrate the skill, focusing
game that involves blocking/ striking the ball after a on the teaching points.
player has thrown it. Players also have to use underarm Monitoring students’ practice
throwing and catching skills which were focused on last and helping anyone who is
lesson. struggling. Setting up the
To teach the skill of striking, I will use the following activities and monitoring
teaching points: students striking the ball,
1. Stand side on to the target assessing their technique.
2. Eyes focused on the ball throughout the strike
3. Grip the bat with both hands next to each other, Student: Watch the
having your top hand matching the front foot. demonstration and make sure
4. Steps towards the target with your front foot. they understand how to perform
5. Hips then shoulders rotate forward. the skill.
6. Ball contact made on front foot with bent arms. Practice the skill, focusing on
7. Follow your body through with bat. their technique and ask the
teacher if they have any
questions about it.

Resources:
– 6 x cone shaped markers
– 24 x kanga cricket balls
– 6 x kanga cricket plastic
bats
 To teach the skill of blocking, I will place 6 cone shaped
markers on the line, each marker being 5m apart. I will
instruct students to line up behind a marker in groups of
4, with one student standing behind the cone and the
rest standing 5 metres behind, to give the batter room
and prevent any student getting hit. I will then hand out
a plastic bat to each group and instruct them to practice
this striking technique. Once they have each practiced
the technique a few times, I will place a kanga cricket
ball on top of each marker and ask them to practice
striking the ball gently. Once each student has hit the
ball once, I will ask the students to put the bats down
and to retrieve all the balls. Once they have done this
activity three times, I will call the students back in to a
circle formation to explain the next game.
5min Replaying the beginner game: Wana Teacher: Instruct the students to T&S
After practicing the skills used in the game, I will instruct play the first game again.
the students to replay the game.
Once the game has been repeated, I will stop the game Student: Play the game again.
and bring everyone back into the circle formation for
another discussion. Resources:
Discussion questions will include: – 1 x bin
Does everyone like this game? – 23 x kanga cricket balls
Do you think it is a good game for a big group? – 1 x kanga cricket bat
Is the game easier now that you have practiced the skills – 12 markers
used in the game?
How could we modify the game to make it more
exciting?
Depending on students’ answers, I will modify the game,
aiming to improve students’ enjoyment.
10min Modified game Teacher: Explain the new rules, T&S
The game will be modified by allowing students to throw select the batter and monitor
in any order, increasing the difficulty for the batter to the game.
know where the ball is coming from. This allows the
throwers to have a better chance at throwing the ball in Student: listen to the new rules
the bin, as the batter may not be paying attention. and then come up with a
Throwers still have to wait until the previous ball has strategy on how they will decide
been hit or missed, but do not have to wait for the the throwing order and then
person next to them to go. The throwers will be given 1 play the game
minute to decide how they are going to decide their
throwing order before the game begins. Resources:
Once the game ends, it will be repeated twice, with – 1 x bin
different batters. – 23 x kanga cricket balls
After three games, I will call ask the students to put – 1 x kanga cricket bat
down their equipment and come back to our circle – 12 markers
formation for another discussion.
Discussion questions will include:
Was this version of the game more enjoyable? Why?
Do you think there are any other things we could change
to make the game different?
10min Last game: Wana with a runner Teacher: Explain the rules of the T&S
new game, making sure students
Remaining in the circle, I will instruct the changes to the are paying attention, set up the
game. 5m running distance with a
1. For the last game, we will be splitting into teams, different coloured marker, start
and will be adding a runner. the game, umpire and monitor
2. The running distance will be 5 metres, and this time the game and keep score.
the throwing team will also have to field the ball.
3. One person from the batting team, will strike the Student: Listen to the new
ball and run to the marker and back, which will instructions, play the game, pack
count as one run. up the game when it is finished.
4. The throwing area will be reduced to half a circle,
and throwers must throw in order of the person Resources:
standing next to them. – 1 x bin
5. Only the person throwing the ball has to be standing – 24 x kanga cricket balls
on the line, the rest of the team can stand anywhere – 1 x kanga cricket bat
outside of the circle, ready to field. – 12 markers
6. The fielding team cannot move with the ball once – 1 marker of a different
they have picked it up, meaning the fielding team colour
has to use throwing and catching skills and – 12 x bibs
communication in order to field the ball back to the – scoring sheet
bin. – pen
7. If the fielding team can get the ball into the bin
before the runner gets back, the fielding team will
get a point and the runner will be out, and the next
batter will be in.
8. If the batter misses the ball and the ball hits the bin,
the batter will be out.
9. If a batter completes 3 hits without getting out, the
batter will swap to the next batter in their team.
10. Each thrower will get two throws, meaning each
round there is 24 points that can be won.
11. After each player, has thrown twice, the teams will
swap.
Once the rules have been explained and understood, I
will ask everyone to grab a partner and stand in two
lines next to their partner. One side will be given bibs
and they will be the throwing/ fielding side. The batting
side will be moved out of the boundaries, against the
wall for their safety. This game will be repeated twice to
ensure every player receives a turn to bat.
Set up:
 Once the game has concluded, I will ask all students to
pack up the equipment and place it in a neat pile next to
me.
5min Lesson recap and wrap up Teacher: Recap the lesson with T&S
Once the equipment is packed away, I will instruct the students, introduce the
students to take a seat on the floor and face me. I will similarities of the games with
ask them to recap the lesson with the following cricket.
questions:
What did we do first today? Warm Up- bull rush/ Student: answer discussion
thapumpan questions
Why did we do that? To get our muscles working so we
don’t get injuries Resources:
What was next? Striking/ blocking practice
Why did we do that? To improve our skills before using
them in a game
What was next? Wana
What was the aim of that game? To try and throw the
ball into the bin, and the batter had to try and block it.
What did we do next? Modified Wana
How was this different from the first game? We could
throw the ball in any order, which made it harder for the
batter to know where the next ball would come from .
Was this more enjoyable? (students answer)
What was the last activity? Wana with a runner
What was different about this game? We were in teams,
the throwing team also had to fiend the ball and try get
it into the bin before the batter ran to the marker and
back.
Was this game more enjoyable? (Students answer)
Does the last game we played remind you of any other
sports? Cricket
Why does it remind you of cricket? There are two teams,
and the batter had to hit the ball and then run and the
fielding team had to get the ball back to the bin, like the
stumps in cricket.

Wrap Up
These games we played today can be used as modified
versions of cricket as we just discovered. In the
upcoming lessons, we will be looking at other traditional
Aboriginal games and how they relate to other sports
that are common today.
 Reflection
What have I learned about the teaching and learning process when preparing this
lesson?
I have learnt that modifying games and activities can be simple, and that there are
many ways to modify a game successfully. I have learnt that it is important to make
sure students can perform the fundamental skills needed in games, as they may
struggle or be disinterested if they are unable to perform the associated skills.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

4.10 A student explains how
personal strengths and
abilities contribute to
enjoyable and successful
participation in physical
activity.
LS.19 A student
demonstrates skills required
to participate in a preferred
physical activity.
LS.20 A student
demonstrates strategies
required to participate in a
preferred physical activity.
Students are encouraged to use their cultural background
knowledge along with the added knowledge from each
new game to think about how games are a form of
physical activity, and to think about how these traditional
cultural games may relate to games and sports played
across the world today. Their cultural understanding will
be assessed through the use of discussion questions
throughout the lesson.
Students are given a chance to learn and practice their
throwing and catching skills learnt in the previous lesson
along with the striking and blocking skills learnt in this
lesson, which will allow me to informally assess their skills
during the games and will allow me to help them to
improve the skills if needed.
Students are participating in several new games,
providing them with the opportunity to develop a
strategy to use in order to successfully play the game.
These strategies will be used as a method of informal
assessment, to see how students work together to
develop an effective strategy. Their use of communication
and teamwork will also be assessed through their team
strategies and how they answer discussion questions.

Other considerations

Graduate Standards Evidence within this lesson

2.4 Understand and respect Aboriginal
and Torres Strait Islander people to
promote reconciliation between
Indigenous and non- indigenous
Australians
4.1 Support Student Participation
The lesson promotes Aboriginal culture and with the background
knowledge from the previous lessons, the students are being
challenged to think about the culture whilst participating in the
activities, whilst also thinking about how these traditional games
relate to sports played across the world today.
The lesson is built around all students participating, as all activates are
based around teamwork. The activity is changed every 10 minutes to
keep students engaged and wanting to participate. Each activity is
repeated to ensure every student is given the opportunity to learn by
participating in everything.
4.2 Manage Classroom activities The lesson is highly teacher centred, which will allow me to have
control of the class, and allows me to react appropriately if something
needs to be modified or changed for any reason.

WHS
What are the key risk issues that may appear for and need to be reduced/eliminated
in this lesson? Using your syllabus and support documents as well as other WHS
policy- Outline the key WHS considerations that are to be applied in this lesson?
Hazards in the gymnasium may include the equipment we are using for the
activities, which will be packed away when not being used, preventing students
playing with it. Bags will be left in change rooms to avoid further hazards in the
gym.
Students are throwing balls to each other, which may be seen as a hazard, but
correct teaching techniques should help to prevent this.
During the striking practice, students are instructed to strike the ball gently, and
students are not allowed to collect the balls until they have all been hit,
preventing anyone from getting hit by a ball.
Students are also instructed to give the batter a 5-metre area between them to
also prevent a student being hit by a bat.

References:

Australian Institute of Teaching and School Leadership. (2014). Australian

Professional Standards for Teaching: Graduates. Retrieved on: 6th August 2017.
Retrieved From: http://www.aitsl.edu.au/australian-professional-standards-for-
teachers/standards/list?c=graduate

Australian Sports Commission. (2009). Yulunga Traditional Indigenous Games

Retreived from:
https://www.ausport.gov.au/__data/assets/pdf_file/0011/376139/SP_31864_TIG_r
esource_K-3.pdf

Board of Studies. (2003). Personal Development, Health and Physical Education

Years 7-10, Syllabus. Sydney: Australia.

Korff, J. (2015), Traditional Aboriginal games and activities. Creative Spirits.

Retrieved from: https://www.creativespirits.info/aboriginalculture/sport/traditional-
aboriginal-games-activities#axzz4oYoiCA1e

Unit Plan: Indigenous Games (n.d.). Retrieved August 2, 2017, from:

https://cms.qut.edu.au/__data/assets/pdf_file/0011/387713/mariah-assessment-
plan.pdf
Resources Attached:

Resource 1:

Resource 2:

Resource 3:
Justification

The three lesson plans created are based on the topic ‘Cultural games’, which fit into

the Lifelong physical activity strand of the HPE syllabus. Throughout the lesson plans,

students learn about the history and importance of Aboriginal culture, with a focus

on traditional Aboriginal games. Students are expected to learn and practice the

fundamental movement skills used in these traditional games, to develop an

understanding of how the games were created and played, and to look at the

similarities they have with sports played worldwide today. The overall aim of the

sequential lesson plans was to introduce or refresh students’ knowledge about all

aspects of Aboriginal culture, and then put a focus on traditional Aboriginal games.

The next step was to introduce students to a modified version of these games and

teach them how to play these games, whilst thinking about and identifying the

fundamental skills used in each game. Once identified, students would practice each

skill before returning to the game, where they would replay the game with a focus

on the new skills. Each game would then progress through modifications to the game

rules or game play, until the full game had been played. The next step is to identify

the similarities these games have with sports that are played today, and the focus
would then switch to those sports and the skills involved. The lesson plans are

written with a Game Sense approach, focusing on introducing the selected game

first, before practicing the skills needed to improve in the game and then replaying

the game, with a focus on incorporating the practiced skills.

The lesson plans include a range of activities, some being student directed, but most

being a combination of both student and teacher directed, to ensure clear

instructions are given by the teacher and understood by the students to encourage a

deeper learning and understanding of Aboriginal culture and fundamental

movement skills (Pearson, Webb, & Mckeen, 2006). The first lesson plan is a theory

lesson, which aims to teach students about Aboriginal history and culture, with a

strong focus on the traditional games they created and played as recreational

activities. The Yulunga Traditional Indigenous Games Resource played a big part in

the planning of this lesson, ensuring that every game was given the respect it

deserves by teaching students about how and where the games were created

(Australian Sports Commission, 2009). The lesson begins with finding out students’

prior knowledge about Aboriginal culture, to allow the teacher to set the beginning

of the lesson at a point that builds from this knowledge. The lesson is highly student

driven, with class discussions and group presentations being two of the key learning

activities, also being as used as two informal ways of assessing students in regards to

the associated outcomes.

Informal assessment is used throughout the three lesson plans, as they are

introductory lessons which would build up to a formal assessment towards the end

of the topic. The second and third lesson plans each focus on one traditional
Aboriginal game, and involve students playing the game before identifying and

practicing the fundamental movement skills of that game. The lessons also include

discussions at the end of each activity, which allow the students to reflect on the

activity and to encourage them to think about the discussion questions which

include how can the games be modified and how does practicing the fundamental

movement skills help us to play the game. The lessons are set out this way to allow

students to develop their own understanding of the game and the skills involved

whilst being actively involved which promotes higher order thinking and deep

understanding, two elements of Intellectual quality of the NSW Quality Teaching

Model (Light, Curry, & Mooney, 2014). Other elements that are highlighted in the

game sense approach and in these lessons, include engagement, student direction,

cultural knowledge and inclusivity. The lessons are strongly linked to the NSW

Quality teaching model through the use the game sense approach and meeting the

curriculum outcomes.

Curriculum outcome 4.10, A student explains how personal strengths and abilities

contribute to enjoyable and successful participation in physical activity, was the main

outcome taught throughout the lessons (Board of Studies, 2003). The outcome

focuses on competitive and non-competitive games, individual/ team games,

recreational activities, health and fitness, initiative/ challenge activities and physical

activities with cultural significance, all of which are elements of the traditional

Aboriginal games that were focused on in the lessons. Every activity that was

included in the lessons also had several modifications that could be changed if

needed. This was an important factor when selecting the activities to be included as

variation and modification are two of the most important things in regards to
teaching games in HPE (Georgakis, Wilson, & Evans, 2015). The progression of each

activity, was often not a big change, but one that would challenge the students in a

way different to the previous activity. Each activity was change every 10 minutes, to

keep students engaged and prevent them from getting bored of an activity.

In conclusion, the game sense approach is adequately used across the three

sequential lesson plans to introduce Aboriginal culture and traditional games to the

stage 4 students. The focus on actively learning each game and the breakdown of

each fundamental movement skill are vital in students’ development of intellectual

quality and understanding the significance of the skills they are learning to be used in

everyday life. The game sense pedagogy promotes high quality learning

environments, where students are able to direct their own learning in a supportive

environment. The game sense approach has the potential to increase students’

engagement due to the variation of activities and the progression from using a skill

in a traditional game through to using the same skill in sports played today.

References

Australian Institute of Teaching and School Leadership. (2014). Australian

Professional Standards for Teaching: Graduates. Retrieved on: 6th August 2017.

Retrieved From: http://www.aitsl.edu.au/australian-professional-standards-for-

teachers/standards/list?c=graduate
Australian Sports Commission. (2009). Yulunga Traditional Indigenous Games

Retreived from:

https://www.ausport.gov.au/__data/assets/pdf_file/0011/376139/SP_31864_TIG_r

esource_K-3.pdf

Board of Studies. (2003). Personal Development, Health and Physical Education

Years 7-10, Syllabus. Sydney: Australia.

Georgakis, S., Wilson, R., & Evans, J. (2015). Auhtentic assessment in physical

education: A case study of game sense pedagogy. Physical Educator, 72(1), 67-86.

Retrieved from:

http://web.b.ebscohost.com.ezproxy.uws.edu.au/ehost/pdfviewer/pdfviewer?vid=1

&sid=58c16978-5d11-45f8-bf45-f6e65ace9021%40sessionmgr101

Korff, J. (2015), Traditional Aboriginal games and activities. Creative Spirits.

Retrieved from: https://www.creativespirits.info/aboriginalculture/sport/traditional-

aboriginal-games-activities#axzz4oYoiCA1e

Light, R., Curry, C., & Mooney, A. (2014). Game Sense as a model for delivering

quality teaching in physical education. Asia- Pacific Journal of Health, Sport and

Physical Education, 5(1), 67-81. Doi: 10.1080/18377122.2014.868291

Pearson, P. J., Webb, P. I., & Mckeen, K. (2006) Linking teaching games for

understanding and quality teaching in NSW secondary schools. University of

Wollongong Research Online. Retrieved from:

https://vuws.westernsydney.edu.au/bbcswebdav/pid-2975427-dt-content-rid-
23900864_1/courses/102087_102088_102089_2017_2h/Webb%202006%20-

%20Teaching%20GfU%20%26%20quality%20teaching%20in%20NSW%20schools.pdf

Unit Plan: Indigenous Games (n.d.). Retrieved August 2, 2017, from:

https://cms.qut.edu.au/__data/assets/pdf_file/0011/387713/mariah-assessment-

plan.pdf