pe unit - lauren & gav.docx

7/27/2019 PE UNIT - Lauren & Gav.docx

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AEB 3315

Physical Education

Pedagogy and Practice for Primary Students

Tutor:Craig Trewavis

Assignment by:

Lauren Masters s3880507 [email protected]

Gavin Abrahams s3880509 [email protected]

Assessment 3

PE Program Planning and Curriculum Content for

P-6 - Unit of Work
mailto:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]


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Overview of Hypothetical school

School:Ascot Vale West Primary School

Location:8 Langs Rd

Ascot Vale VIC 3032

School sector: Government

School type: Primary

Year range: Prep-6

Total enrolments: 288

Demographics:

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

Ascot Vale West Primary School has a diverse population, the school community embraces and

benefits from its multicultural mix. The school aims to embrace these cultural diversities through

the school community. This school shows that its very committed to the improvement of the

students learning through curriculum that focuses on the development of thinking and learning

strategies required for life long learning. This school really strives on working towards allowing

students to have a voice; they are continually working and making improvements on this area.

School facilities Indoor stadium

Big Oval

Running Track

Large play equipment area

Netball courts x 1

Ash felt area

Football goals/Soccer goals

Large variety of sports equipment in an indoor

room.

Outdoor performance stage.

This school has a large range of different

equipment that is very accessible. It is a 2-

minute walk to the Leisure centre where

swimming is conducted. The school doesnt haveaccess to bikes so we were unable to include

Bike-ed into the unit planner.


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Rationale for PE Program

This program is the primary physical education program for students in Ascot Vale West Primary

School. The purpose of this program is to provide students of all year levels with the adequate skillsand be equipped with the tools to lead healthy and physically active lives. This unit allows students

to learn skills from basic fundamental motor skills to complex skills and movement patterns,

students go onto learning about fitness and improving health along with participating in swimming

and athletics carnivals. This is set out with prep- Year 4 looking into lying the foundations and then

year 5-6 looking into the breadth and depth of what skills and understandings that they have learnt

prior.

This unit will look to help incorporate Australia's Physical Activity and Sedentary Behaviour

Guidelines in which it states children aged 5-12 are expected to; For health benefits, accumulate at least 60 minutes of moderate to vigorous intensity physical

activity every day.

Childrens physical activity should include a variety of aerobic activities, including some vigorous

intensity activity.

On at least three days per week, children should engage in activities that strengthen muscle and

bone.

To achieve additional health benefits, children should engage in more activityup to several hours

per day.(Department of Health, 2014)

Along with the curriculum and AusVELS this program looks to achieve and provide students with

knowledge, skills and behaviours to enable them to achieve a degree of autonomy in developing

and maintaining their physical, mental, social and emotional health (AusVELS, 2011). The program is

made alongside the use of AusVELS and addresses all areas in which students are required to learn

according to the curriculum.

The teaching styles that will be conducted over the PE Unit will be problem solving, peer and self-

feedback, direct teaching and reciprocal teaching. Using different types of teaching methods isimportant, the teacher doesnt always have to run the lesson it can be student lead with assistance

and guidance especially in the older grades.

We have put together a program in which students are going to be challenged physically and

mentally foremost, however it will also challenge students in a variety of other ways with their

vocabulary, mathematics, cultural awareness, sustainability and other areas of learning. This

program also incorporates different activities for those who are able to excel in certain areas and

has a core focus on inclusion having all students involved and participating. It also has incorporatedICT into the program in which students will be using phones, iPads and laptops for various activities.

The program ultimately runs with the guidelines of the curriculum and gives students the best


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opportunity to provide students with the knowledge, skills and behaviours necessary for the pursuit

of lifelong involvement in physical activity, health and wellbeing.

Equity Statement

As Physical Education teachers we need to value, respect and provide opportunities for eachstudent to learn, participate and feel safe within their environment. Its importantthat we cater and

structure all lessons and planning for not just one group of needs but also various different learners.

Respecting each studentsvoice and their needs is important especially at this school as there is a

huge multicultural mix. All students will have a voice and be herd to and have an inclusive classroom

where all students feel belonged.

The school needs to create an environment that:

- Encourages high standards of achievement and enjoyment of learning by good teaching and

learning practice.

-Teachers to encourage personal growth and self-confidence with all students.

- Encourages students to develop, explore, and allow them to challenge themselves

individually.

- Values the diversity of Australian society and multiculturalism as a positive feature of our

society.

- Acknowledges and is sensitive to the culture, religious backgrounds and prior experiences of

all students regardless of their gender, ethnicity or beliefs.

- Acknowledges the diversity of students and their life circumstances, and the need for

particular strategies, which can enhance engagement and equitable outcomes among all

students.


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Strategies for addressing issues such s

Gender

The classes will be run as a coeducational throughout the entire year. This is important as it

incorporates teamwork and working with the opposite sex. This will help to challengestudents and engage students in a variety of ways.

There will be times in which strategies will have to be implemented if needed to make sure

that every student has a fair opportunity and is not feeling left out due to their gender.

Teachers will look to implement scoring techniques or other activities in which may involve

those who may feel disengaged due to gender differences.

Its important when grouping students that sometimes its best to partner up girls with girls

and boys with boys. Also allowing the students sometimes to have a choice.

Provide safe and harassment freelearning environments and actively involve students in

establishing and maintaining standards of behaviour.

Involve students in decision making about the content of health and physical education tovalue and include diverse interests and desires.

Culture awareness

Respect diversity by including content and forms of physical activity that are valued within

cultures outside our own.

Teachers will need to understand of the different backgrounds and cultures that their

students are a part of. Understanding beliefs and backgrounds of different cultures can help

teachers understand students needs and priorities prior to classes. Teachers need to avoid

stereotypical judgements and teach to understanding individual cultures. Dress codes will be flexible and teachers will need to be aware of students dress

requirements so that this can be catered for.

If students have problems with participation in certain areas of PE due to culture differences

teachers will provide other ways of joining in without letting the student be left out.

Asthma

Asthma awareness is important for the teachers, understanding the effects and outcomes

that this may have on students participation levels. However, if managed and treated

effectively we should be able to limit these affect and students will be able to participate infull.

Teachers will need to understand the students asthma plan, have quick access to

medication needed, and recognise and control the asthma triggers. With these in mind


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students who suffer from this chronic disease should be better equipped to participate more

readily in physical activity.

Catering for students with Asthma means modifying the games or activities sometimes so it

suits all needs and that the person with asthma doesnt miss out.

Equity

Every child should be given equal opportunity and ways of doing this is allowing students to

have a voice.

Having equity through teaching will allow all students to have the same opportunity in

learning experiences at an appropriate level for their needs and provided the support

needed.

Furthermore, students need to feel safe and comfortable in their environment or classroom;this involves students not feeling disadvantaged or humiliated because of culture, gender,

racial background, sexuality, language spoken of SES status. As teachers this must be

ensured and vital to your classroom activities, your own teaching and the peer views of one

another.

Have Rotations of jobs or things that students enjoy doing so everyone et the opportunity.

Inclusion

This is the belief that teachers have for students in physical education classes. Teachersfollow that all students should be included this is irrespective of their level of ability or

disability or cultural, social or racial background.

With this as the forefront for teachers in PE students should always feel that they are

involved and have voice in the class.

Inclusion requires giving all students an opportunity to participate in learning experiences at

an appropriate level and with appropriate support.

Including students in activities and giving them a role even if they have behaved badly shows

that they are still participating but not fully. I believe in not letting a child sit out, as PE is

such an important learning domain.


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Description of strategies for differentiation and engagement

that will be used.

Differentiation Strategies

Meetingthe needs of diverse learners in an inclusive setting involves taking into account what

each child needs from this climate in order to feel comfortable, motivated, and successful(Ellis,

Lieberman, & LeRoux, 2009)

Differentiation can occur across three dimensions:

Content (what students should know and be able to do, and the materials that will support

them in their learning). Processes (the activities that help students make sense of their learning); and

Products(the range of evidence students provide of their learning). (Tomlinson, 1999)

Strategies

Pacework through at own speed

Modify tasks so that everyone is achieving at their own ability level.

Grouping students based on their abilities, interest in a certain area of content,

Differentiate skill instruction.

SpaceChange amount of space that they have, specify zones.

Cater for students who have culture and gender circumstances. Give students roles- Students can work to their strengths by taking on roles such as umpire,

captains, scorers.

Change equipment

Differentiate by contentspeed, difficulty and size of team.

Engagement Strategies

(Mitchell ,2013) state that maximising engagement for students in the big picture you need to

consider; Choice and consultation, Relationships with the students and skill preparation. (Mitchell,Gray, & Inchley, 2013)


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There are 3 barriers to participation, Psychological, Social and Environmental, so considering all

these factors is key.

Rules and routines help students stay engaged. (example; have a whistle and when blown it

means stop, sit and listen where you are)

Class rules should be limited in number, taught as concepts, and reinforced consistently.

Modifying games/ activities so its fun and inclusive for all students.

Solve minor discipline issues to prevent major ones from occurring. Build a good relationship with all students.

Implement rules so all students are engagedExample; ball has to go to everyone before

you can score a goal.

Setting zones- ball has to go to one person in each zone

Cross Curriculum Priorities, general capabilities and an ICT

statement.

Cross Curriculum Priorities

Aboriginal and Torres Strait islanders

Throughout the year students will take part in a dance unit where they will engage and take part in

a variety of multicultural dances. Being at a very multicultural school with aboriginal and Torres

strait islanders this will allow students to have a deeper understanding and appreciation of

Aboriginal and Torres Strait Islander histories and cultures and the significance of Australians and

the impact they have had on the land.

Sustainability

Students will be exposed to outdoor and indoor environments while participating in a variety of

complex skills and activities throughout this year of physical education. Students through discussion

and participation in lessons will talk about how physical activity improves their individual health and

participation in out of school activities and sport. Students will understand through activities how

the environment can change when playing different sports and games.

Asia and Australias engagement with Asia

Students at this school focus on an inquiry unit of Culture, so students in this physical education unit

will talk about what sports different cultures play. Example; we are looking at bat tennis and even

table tennis so within this we can discuss that Asia is big for this sport as it is big for Soccer and also

hockey.

General Capabilities

Throughout the curriculum students will be exposed to different vocabulary throughout each unit

they are taught. Students in PE will be exposed to speaking and listening skills through basicinstructions, task cards handed out through stations and circuits and written feedback and

assessment through peer assessment. When it comes to numeracy, students will be continually be

counting throughout their lessons wether it be the amount of catches, passes, skips, jumps, hops,


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timing someone, number of laps, metres run or even scoring a teams points. Students will critically

think and analyse their learning through participation and reflection. This will be completed through

the class as well as at the end of each lesson. Students will socially interact with others that they

dont usually interact with out of class; they will use team-building skills to create a happy, safe and

workable environment.

ICT statement

ICT will be used through watching YouTube clips of skills, sports, scenarios and dance clips. Students

will use video cameras to record their dance routines and for sports and skills that need feedback

and assessment. IPods and Ipads will be used for music and photography of students participation.

Students need to be exposed to ICT through different domains of learning and using it in physical

education is a great way to engage students while being active.

Health Safety Considerations

Teachers that are going to be going with the students to swimming will be required to have their

AusSwim qualification up to date in case of emergency. All classes will have been assessed from

low, medium and high-level safety concern. This will enable policy guidelines that will need to be

adhered to in order to identify, minimise and mitigate the inherent risks.

It is vital that all teachers that will be involved in teaching this program are up to date with the

latest guidelines and understand what is expected of them in terms of providing safety for all

classes. This program will require specific health and safety requirements. Teachers will be expected

to have the basic CPR training and understand any physical and dietary requirements students mayhave.

Safety considerations that should be considered are;

- Area in which your teaching

- Student to Space ratio

- Weather

- Difficulty and level of risk of activities

- Skill level of students in certain activities

-Precautionary measures (Spotters ect)

- Correct use of equipment

- Loose obstacles and equipment laying around (tripping hazards)

- Setting appropriate boundaries

- Use of equipment for activity.

- Vision of students at all times.

- Excursion policies and procedures

Below is a website that will help to assess any safety considerations that may be concerned with theprogram

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


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Risk Assessment that needs to be made

for school

Risk management is about having better

planning and decision making which in

turn will result in better educationaloutcomes.

Shown here is a risk management plan in

which is provided by DEECD in which is

used as a framework for schools to go by.

Equipment Resource List

Colour tennis Badminton raquets Football

Parachute Shuttles Ballssize 2, 3

Ball launcher Badminton Net Gaelic ball

Pellet balls Raquet stand Hockey

Catch cup Baseball/softball/teeball Balls

Kannon catch Batssmall/med/large Sticks

Scoop set Foam bats Rugby balls

Rounders bat Balls Tag belts

Plastic bats - tee balls Soccer

Bocce - softball Goals

Colour bands - rubber balls Balls3, 4, 5

Colour bibs - foam balls Table tennis

Cones Ball cage Net and post

Witches hats Glovesright/left hand BallsSpot markers Helmets Bats

Phys. Ed Tee Tables

Hurdles Catchers gear Volley ball

Relay batons - Helmet Soft touch balls

Stop watches - chest guard Volleyballs

Measuring tapes - leg guards Net

High jump stands - throat protector Fitness

High jump mats Basketball LadderHigh jump pole Portable hoop Yoga mats

Discus Ballssize 3, 5, 6 Mini hurdles


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Shot put Colour shirts Boxing kits

Long jump mat Cricket Zumba set

Gymnastics Safe batssmall/med/large Bat Tennis

Wedge Batting tee (cone) Stands

Log Reaction ball Rails

Mini tramp Plastic stumps Bats

Beat board Rebound net Tennis balls

Mats Tennis balls Netballs

Ribbons Skipping ropes Plastic chickens

Bean bags Frisbees

Plastic bowling set AFL handball target

Portable goals Rebound net

Resources / Reference List

Callcott D, Miller J, Wilson-Gahan S, Health and Physical Education, Preparing Educators for the

Future, Chapter 6 - Planning for teaching and learning, Cambridge University Press

Ellis K., & Lieberman, L., & LeRoux, D. (2009). Using differentiated instruction in physical education.

Palaestra, 24. Available URL:http://www.aph.org/pe/art_ellis.html

Websites

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

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

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

DEECD website -

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

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

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

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

Jump Rope for Heart

http://www.heartfoundation.org.au/sites/jumpropeforheart/pages/default.aspx

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

Play by the Rules http://www.playbytherules.net.au
http://www.aph.org/pe/art_ellis.htmlhttp://www.aph.org/pe/art_ellis.htmlhttp://www.acara.edu.au/default.asphttp://www.acara.edu.au/default.asphttp://www.acara.edu.au/default.asphttp://www.achper.org.au/http://www.achper.org.au/http://www.achper.org.au/http://www.ausport.gov.au/http://www.ausport.gov.au/http://www.ausport.gov.au/http://www.education.vic.gov.au/school/principals/spag/curriculum/pages/safesport.aspxhttp://www.education.vic.gov.au/school/principals/spag/curriculum/pages/safesport.aspxhttp://ausvels.vcaa.vic.edu.au/http://ausvels.vcaa.vic.edu.au/http://ausvels.vcaa.vic.edu.au/http://www.myschool.edu.au/http://www.myschool.edu.au/http://www.myschool.edu.au/http://www.schoolsport.edu.au/http://www.schoolsport.edu.au/http://www.schoolsport.edu.au/http://www.heartfoundation.org.au/sites/jumpropeforheart/pages/default.aspxhttp://www.heartfoundation.org.au/sites/jumpropeforheart/pages/default.aspxhttp://www.ausport.gov.au/http://www.ausport.gov.au/http://www.ausport.gov.au/http://www.playbytherules.net.au/http://www.playbytherules.net.au/http://www.playbytherules.net.au/http://www.ausport.gov.au/http://www.heartfoundation.org.au/sites/jumpropeforheart/pages/default.aspxhttp://www.schoolsport.edu.au/http://www.myschool.edu.au/http://ausvels.vcaa.vic.edu.au/http://www.education.vic.gov.au/school/principals/spag/curriculum/pages/safesport.aspxhttp://www.ausport.gov.au/http://www.achper.org.au/http://www.acara.edu.au/default.asphttp://www.aph.org/pe/art_ellis.html


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Fundamental Motor Skills Manual

https://www.eduweb.vic.gov.au/edulibrary/public/teachlearn/student/fmsteachermanual09.pdf

Ascot Vale Leisure Centre -http://www.ascotvale.ymca.org.au
https://www.eduweb.vic.gov.au/edulibrary/public/teachlearn/student/fmsteachermanual09.pdfhttps://www.eduweb.vic.gov.au/edulibrary/public/teachlearn/student/fmsteachermanual09.pdfhttp://www.ascotvale.ymca.org.au/http://www.ascotvale.ymca.org.au/http://www.ascotvale.ymca.org.au/http://www.ascotvale.ymca.org.au/https://www.eduweb.vic.gov.au/edulibrary/public/teachlearn/student/fmsteachermanual09.pdf


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Physical Education - Yearly Planner 2015

Year level Term 1 - 28th

Jan27th

March Term 213th

April26th

June Term 313th

July18th

Sep Term 45th

Oct- 18th

Dec

PrepPMP stations (6 weeks)

Team building activities

(3 weeks)

Aquatic (6 weeks)

Ball handling games(2 weeks)

Minor Games(2 weeks)

PMP(6 weeks)

Dance(4 weeks)

Gymnastics(6 weeks)

Modified Sport Games(5 weeks)

Grade 1/2Teambuilding Activities (2 weeks)

FMS(2 weeks)

Modified Sport games

(Basic motor skills, movement

patterns) (5 weeks)

Aquatics(6 weeks)

FMS- running, Kicking(2 weeks)

Cross Country(2 weeks)

Dance(3 weeks)

Modified Athletics(4 weeks)

Modified Sport games

(Basic motor skills, movement

patterns) (3 weeks)

Athletics Carnival(1 week)

Gymnastics(4 weeks)

Tee ball (3 weeks)

Rounders (3 weeks)

Grade 3/4Modified major games

- Basketball (4 weeks)

- Netball (4 weeks)

Modified games(1 week)

Aquatics(6 weeks)

Cross country(2 weeks)

Invasion Games(2 weeks)

Athletics (5 weeks)

Dance (3 weeks)

AFL football (3 weeks)

Athletics Carnival(1 week)

Gymnastics ( 4 weeks)

Hockey(4 weeks)

Bat Tennis(2 weeks)

Grade 5/6Outdoor Education(2 weeks)

Invasion Games(4 weeks)

Bat tennis (3 weeks)

Cross country(2 weeks)

Ball skills and minor games(4 weeks)

Net and Wall games(5 weeks)

SEPEP

Athletics (1 week)

AFL(2 weeks)

Striking and fielding games(4 weeks)

Soft ball / Tee Ball (4 weeks)

Modified Sport Games(3 weeks)

Dancegraduation(4 weeks)

Sport Education(4 weeks)

SEPEP


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TERM 1 Planner

Year

Level

Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9

PREP

PMP stations

- Stilts (body balance)

- Grippers (throwing

and catching)

- Basketball hoop

bounce (throwing and

catching)

- Skipping (jumping)

- Chicken shuttle runs

- Basketball bounces

through cones

(dribbling)

PMP stations

- Chicken Runs (running)

- Jumping Sacks (jumping,

balance)

- Beanbag Toss (throwing,

aiming)

- Tightrope Walks on

skipping ropes (balance),

- Rebound Ball Throws

(throwing, catching)

Ladder Runs (agility)

PMP stations-

- Chicken Runs

- Ladder Runs

- Obstacle Course

- Skittles

- Scooter Boards

- Frisbees.

PMP stations

- Chicken shuttle Runs

- Hoop Ball Bounce

- Grippers

- Stilts

- Launch boards

- Balloon tap

PMP stations

- Throw ball at rebound

net.

- Balance on beam

- Jumping sacks

- Dribbling

- Ladder run

PMP stations

- Hopping

- Skipping

- Throw & catch

- Balancing beam

- Obstacle course

Team building

games

- Shuttle ball

- Ordering game

- Blob relay

- Bucket ball

- numbers

Team building games

- Bean bag scramble

- Untangle

- Mine fields

- Parachute Game

Team building

games

- Line tag

- Form groups of

- Hoops (around the

circle)

Grade

1/2

Teambuilding

Activities

- Group activities

- Partner activities

- Team work games

- FMS skills &

activities

Teambuilding

Activities

- Group activities

- Partner activities

- Team work games

- FMS skills &

activities

FMS Activities

- Bouncing & catching

Activities

- Ball bounce

FMS Activities

- Overhand throwing

with related modified

games.

FMS Activities

- Leap & Dodging

through modified

games/ activities

FMS Activities

- Jumping

- Throwing

- Running

- Circuit run

Modified Sports

Bats and balls

Working with

partners and teams

Modified Sports

games

Modified Cricket

Activities

Modified Sports

games

Modified Soccer

Activities

Grade

3/4

Modified Games

Basketball

- Dribbling activities

- Relays

Modified Games

Basketball

-Passing and

Catching

- Zig zag passing

- Partner work

Modified Games

Basketball

- Defending

- Attacking

- shooting

- Dribblers & Robbers

Modified Games

Basketball

- Shooting

- All skills

- Modified game

- Numbers

Modified games -

Netball

- Different types

of passing

- Bounce

- Shoulder

- Chest

Modified games -

Netball

- Looking at Spatial

awareness

-

Modified games -

Netball

- Attacking/

defending

- Circuit of drills

Modified games -

Netball

- mini games

- Modified game

Modified games

Netball

- Mat ball

- End ball

Grade

5/6

Outdoor Education

- Orienteering skills &activity

Outdoor Education

- Obstacle course on oval

Outdoor Education

- Park excursion / bushwalk

Invasion Games

- Games thatfocus on Space

- Where to run/move

to

Invasion games

- Games that focuson risk

-Which option to

take

Invasion Games

- Games thatfocus on Time

- When to run

- When to pass

Invasion Games

- Awareness ofTime

Risk

Space

Bat tennis

- Bat and ball skills

Bat Tennis

- mini bat

tennis games

Students have 4 student free days as teachers have Professional development as well as assessment and report writing.


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TERM 2 Planner

Year

Level

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

PREP Aquatics - with

classroom teacher

Run by Ascot Vale

Leisure Centre

Aquatics -with

classroom teacher

Run by Ascot Vale

Leisure Centre

Aquatics -with

classroom teacher

Run by Ascot Vale

Leisure Centre

Aquatics -with

classroom teacher

Run by Ascot Vale

Leisure Centre

Aquatics -with

classroom teacher

Run by Ascot Vale

Leisure Centre

Aquatics - with

classroom teache

Run by Ascot Vale

Leisure Centre

Ball handling

- Ball skills

- Use a variety of

different balls in

games.

Ball handling

-Playing a variety

Of Games using

Different balls

-Students explore

Use of ball

handling

In different sports

FMS

Individual and

Team games

Run/kick/ pass

FMS

Individual and

Team games

Jump/Leap/

Dodge

Grade

1/2 Aquatics -withclassroom teacher

Run by Ascot Vale

Leisure Centre

Aquatics -withclassroom teacher

Run by Ascot Vale

Leisure Centre


Run by Ascot Vale

Leisure Centre


Run by Ascot Vale

Leisure Centre


Run by Ascot Vale

Leisure Centre

Aquatics -withclassroom teache

Run by Ascot Vale

Leisure Centre

Minor Games

Different engagin

Games

-Octopus

-Tag games

Minor Games

Different engagin

Games

-Running

-Invasion

Cross Country

- Running

techniques

- Starts

- Sprints

Cross Country

Event

Grade

3/4 Aquatics -with

classroom teacher

Run by Ascot Vale

Leisure Centre

Aquatics -with

classroom teacher

Run by Ascot Vale

Leisure Centre

Aquatics -with

classroom teacher

Run by Ascot Vale

Leisure Centre

Aquatics -with

classroom teacher

Run by Ascot Vale

Leisure Centre

Aquatics -with

classroom teacher

Run by Ascot Vale

Leisure Centre

Aquatics -with

classroom teache

Run by Ascot Vale

Leisure Centre

Invasion Games

Tag Football

Shuffle Ball

Invasion Games

Dodgeball

Poney Tag

Tag football

Cross Country

- Running

techniques

- Starts

- Sprints

Cross Country

Event

Grade

5/6

Ball Skills & Minor

Games

Ball Skills & Minor

Games

Ball Skills & Minor

games

Ball Skills & Minor

games

Net & Wall games

Volleyball

- Meteor ball

- volley ball skills

Net & Wall game

Volleyball

- Volley ball skills

- Mini games

Net & Wall game

Badminton

Net & Wall game

Badminton

Cross Country

- Running

techniques

- Starts

- Sprints

Cross Country

Event


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TERM 3 Planner

Year

Level

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

PREP

PMP

Eye Tracking

Underarm toss

Balloon tap

Throwing/

Catching

PMP

Eye track

Balloon tap

Pencil roll.

Balancing

PMP

E/T

Hop,

forward jump

Caterpillar

Two handed

bounce

PMP

Eye tracking.

Hop & Jump

Forward jump

Monkey walk

Hand

Dance

Intro to Dance

Fun Dances

Dance Games

Creative Movement

Dance

Choose Songs

Create Dance

Dance

Revise Dance

Complete Dance

Grade

1/2

Dance

Dance intro

Fun dances

Dance

Free dance

Trial routine

Cultural

damce

Dance

Revised Routine

Complete

Mod. Athletics

Rope hurdles

Hoop hop

Long Jump

Mod. Athletics

Short run

Running Activities

Modified

Discuss.

Mod. Athletics

Relay Runs

Throwing activities

Underarm/Over ar

Mod. Athletics

Running activities

Throwing Activities

Mod. Athletics

Jumping activities

Running and

Jumping

Discussion and

overview

Sport Games

Modified

Sports

Basketball:

Dribbling

Sport Games

Modified Sports

Basketball:

Passing

Grade

3/4

Athletics

Long Jump

Jumping Activities

Athletics

High Jump

Jumping

Activities

Athletics

Discus

Shot put

Throwing

activities

Athletics

Small Hurdles

Running and

Jumping activities

Athletics

Relay Running

Running

Activities

Dance

Dance intro

Intro to Routine

Dance

Continue Routine

Dance

Complete and

Perform Routine

AFL

Hand passing

Bouncing

AFL

Marking

Kicking

Grade5/6

Athletics

Athletics Carnival

AFL

RulesHand

passing

Bouncing

Marking

AFL

KickingDefence

Rules

Short team

games

Striking and

Fielding

Basic Striking

Stance

Holding Bat

Striking and

Fielding

Catching and

Throwing

Striking and

Fielding

Small Team

Games

Striking and

Fielding

Striking and

Fielding activities

Soft Ball

Rules and Skills

Soft Ball

Full Game

Tee Ball

Rules and Full Game


17/30

TERM 4 Planner

Year

Level

Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 11

PREP

Gymnastics

Intro to gymnastics

Small games and

Activities

Gymnastics

Bunny hop on Springboard

Walk on beam

Balance on 1Foot.

Partner Gymnastics

Beam wall

Log roll on Crash mat

Gymnastics

Finish up with

Revision week

Small routine

and

Gymnastic

display

Mod. Sport

Games

Basketball

Passing

Dribbling

Mod. Sport

Games

Basketball

Defence

Shooting

Small Game

Mod. Sport

Games

Cricket

Bowling

Fielding

Mod. Sport

Games

Cricket

Batting

Small Game

Mod. Sport

Games

Rounders Match

Grade1/2

Athletics

Carnival

All events

Gymnastics

Intro gymnastics

Small games and

activities

Gymnastics

Bunny hop on

Springboard

Walk on beam

Balance on 1

Foot.

Partner

Gymnastics

Gymnastics

Learn small

routine

Follow

instructions

Gymnastics

Perform routine

Revise on

gymnastics

learnt

Tee ball

Intro Fielding Full Match

Throwing Batting

Catching Rules

Rounders

Intro into rules

Fielding

Catching

Small modified

match

Rounders

Throwing

Batting

Full Match Round Robin

Grade

3/4

Athletics

Carnival

All events

Gymnastics

Bunny hop on

Springboard

Walk on beam

Balance on 1

Foot.

Partner

Gymnastics

Gymnastics

Walk along beam

and land in hoop

Egg roll down

Crash mat....

Gymnastics

Walk along bea

Jump 1/2 turn

and land.

Run onto .

Gymnastics

Log roll down

Crash mat.

Run bunny

Hop onto

Springboard

and land.

Hockey

Intro to game Passing, Defending

Plastic sticks Checking Structure

And ball flick Team games Full Matches

Passing Shooting

Bat Tennis

Intro to Rules

Forehand

Backhand

Bat Tennis

Round Robin Competition

Singles/Doubles

Grade

5/6

Mod. Sport

Games

Basketball/Netball

Rules and Round

robins

Mod. Sport

Games

Basketball/Netball

Rules and Round

robins

Mod. Sport

Games

AFL

Rules and Round

robins

Sport Education

Hockey

Modified,

with rules and

skills

Sport Education

Lacrosse

Modified, with

rules and skills

Dancegraduation

Lessons for dance

Group dance

Solo performances

Structure of dance

DanceGraduation

Rehearsal for dance

Practice with venue

Last practice

Sport Education

Lacrosse

Modified, with rules and skills


18/30

Unit Plan

Term 1 Grade: Prep/Foundation 9 lessons/weeks

PMP Stations (6 weeks)

PMP is different because it aims to develop the child rather than the skill. It is not purely a motor

programme. It is a perceptual motor programme where language is the key factor in providing the

perceptual knowledge about the motor experience. The programme has it's roots in the development oflanguage, the gaining of problem solving skills, and general readiness areas.

In Semester 1 the students in Grade Prep will focus on a range of Fundamental Motor Skills such as

Catching, Kicking, Running, Skipping and Jumping using a variety of equipment. As a part of the Perceptual

Motor Program (PMP) the students began to develop gross motor skills such as hopping, crawling, throwing,

rolling, balancing, twisting, turning and moving in and out of positions.

Focus Questions

- What skills are we learning in this lesson?

- How can we use these skill or activity in other games?

Learning Objectives / Outcomes

- For students to learn basic fundamental motor skills

- For students to gain greater awareness of problem solving, their Confidence, Memory, language and physical

education skills through various activities.

- Students will become aware of spatial awareness, body control and balance

- To work cooperatively with other students.

- Problems are solved, language skills developed, and complex, coordinated physical skills emerge, allowing

children to take on more sophisticated forms of social interaction such as team sports and dance.


ICTStudents will be exposed to listening to music through the IPods and speakers in both PMP and Team building

activities throughout the unit. Students will also be using the iPad to record and take photos of the classroom

activities.

Sustainability - Students will participate in PMP both in inside and outside environments, depending on the

activities and weather. Students through physical education will learn what sports and activities are played in what

types of environment.

Learning Experiences

- Interaction with other students

through participation in activities.

- Students develop language through

physical education

- Learn basic Fundamental motor

skills.

- Engage in a variety of different

activities.

Assessment

- Teacher checklists (have each learning skill and the students name

in a table and tick if they are able to do that correct skill.

- Keep journals of students and their progression.

-

Feedback assessment (ensure that you are giving students

feedback in each class, wether it is as a whole group or

individually.

- Assessment through videoing on the Ipads and class interactions.

AusVELS standards

Students begin to develop basic motor skills such as running, hopping, jumping, skipping, catching, throwing,

kicking, rolling, balancing, twisting and turning.

They explore ways of moving and developing control when stopping, starting, springing, landing, and changing

direction and speed.

They learn simple rules and procedures for safe movement, and how to follow instructions.

They use simple vocabulary to describe movement, the physical responses of their bodies to activity and their

feelings about participation in physical activity.

When participating in movement and physical activities, they follow rules and procedures and share

equipment and space safely.


19/30

Lesson Plan 1

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

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

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

dribbling, jumping etc.

Lesson Outcomes & Success Criteria

Ability to work effectively and cooperatively in small group situations

Develop confidence in their body and spatial awareness.

Develop confidence using a variety of equipment independently and in small groups

Develop fundamental motor-skills, displaying new awareness of technique both physically and verbally

AusVELs


kicking, rolling, balancing, twisting and turning. They explore ways of moving and developing control when stopping, starting, springing, landing, and changing







Time Activity/Content Organisation Equipment

5 min

Warm Up Activity

1 lap around the oval / basketball court

Scarecrow Tiggy1 tagger, once tagged arms and legs spread

out standing, to get back in person who is still in goes under legs

to free person standing.

Scarecrow Tiggy

Whole group

game.

Sashfor tagger

45

min

Skills Activity - Stations

1. Stilts (body balance),

2. Grippers (throwing and catching, hand eye co-

ordination),

3. Basketball hoop bounce (handballs - throwing and

catching)

4. Skipping (jumping)

5. Chicken shuttle runs (running),

6. Basketball bounces through cones (dribbling)

Skills - Manipulation of all fundamental motor skills on a basic

level

Divide students

up into 6 groups

Students spend 5

minutes at each

station then

when whistle is

blown rotate

around

Stilts, Cones,

Hand grippers,

Tennis Balls,

Handballs,

Hoops, Skipping

Ropes, Rubber

chickens,

basketballs.

5 min Cool Down

- Talk to students about skills that they learnt in the PMP

session.

Students areseated for

questioning


20/30

Lesson Plan 2










AusVELs







When participating in movement and physical activities, they follow rules and procedures and share equipment

and space safely.


5 min

Warm Up Activity

1 lap around the oval / basketball court

Chain TagEveryone is spread out there is one person

it, the first person they tag holds the taggers hand and

they go around trying to tag everyone.

Chain tag

whole group

game.

No equipment

45

min

Skills ActivityStations

1. Chicken Runs (running),

2. Jumping Sacks (jumping, balance),

3.

Beanbag Toss (throwing, aiming)

4. Tightrope Walks on skipping ropes (balance),

5. Rebound Ball Throws (throwing, catching),

6. Ladder Runs (agility)

Skills -Manipulation of all fundamental motor skills on a

basic level

Divide

students up

into 6 groups.

Spend 5

minutes at

each station

then rotate.

Rubber Chicken,

Jumping Sacks,

Beanbags,Hoops, Skipping

Ropes, Rebound

nets, Balls,

Ground Ladder,

Cones.

5 min Cool down

Reflection of skills that were learntQuestioning

Students are

seated for

questioning


21/30

Lesson Plan 3










AusVELs








and space safely.


5 min

Warm Up Activity

1 lap around the oval

Follow the leader along the lines (skipping, jumping,

galloping) using names of animals to make it fun)

Whole group

game.

No equipment

45

min


1. Chicken Runs (running,

2.

Ladder Runs (co-ordination & agility)

3. Obstacle Course (co-ordination)

4. Skittles (aiming)

5. Scooter Boards (balance)

6. Frisbees (throwing & catching)

Skills -Manipulation of all fundamental motor skills on

a basic level

Divide students

up into 6

groups.

Spend 5 minutes

at each station

then rotate.

Rubber Chicken,

Cones, Ground

Ladder, Skittle

Set, Scooter

Boards, Frisbees,

Cones, Obstacles

Tunnels, round

feet mats,

jumping rope

5 min Cool Down


Students are

seated forquestioning


22/30

Lesson Plan 4










AusVELs


kicking, rolling, balancing, twisting and turning. They explore ways of moving and developing control when stopping, starting, springing, landing, and

changing direction and speed.


They use simple vocabulary to describe movement, the physical responses of their bodies to activity and

their feelings about participation in physical activity.




5 min Warm Up Activity

1 lap of Oval

Octopus2 taggers in middle, students run up to

other end of basketball court, if tagged they stand

there to tag others who run past.

Whole group

activity No equipment

45

min


1. Chicken Run,

2.

Hoop Ball Bounce,3. Grippers,

4. Tennis ball throw

5. Obstacle course tunnels

6. Jumping jacks

Skills -Manipulation of all fundamental motor skills

on a basic level

Divide students

up into 6

groups.

Spend 5

minutes at

each station

then rotate.

Rubber chicken, Hoops,

Handballs, Grippers, TennisBalls, Cones, tunnelsBeanbags,

Scooter Boards.

5 min Cool Down Games


Students are

seated for

questioning


23/30

Lesson Plan 5










AusVELs

Students begin to develop basic motor skills such as running, hopping, jumping, skipping, catching,

throwing, kicking, rolling, balancing, twisting and turning. They explore ways of moving and developing control when stopping, starting, springing, landing, and








5 minWarm Up Activity

1 lap of Ovalrun, walk, run.

Circle warm up activitiesjogging, jumping, star jumps,

etc

Whole group No equipment.

45

min

Skills Activity - Stations

1. Hoppingone foot, around cone, on spot, turning

around etc

2. Throwingstudents will throw at a target on the

wall and try and get a score and keep improving

that score.

3. Balloonbalancing a balloon tapping it up (hand

eye co-ordination)

4. Agility runaround cones students need to

dodge off cones and complete a course.

5. Dribblingstudents dribbling around a cone.

6. Balancing beamwalking on a plank.

Divide students

up into 6

groups.

Spend 5

minutes at each

station then

rotate.

Cones, plank,

tennis balls,

basketballs,

chickens,

target, balloons

5 min Cool Down Game

Reflection of skills that were learntQuestioningWhole group


24/30

Lesson Plan 6










AusVELs

Students begin to develop basic motor skills such as running, hopping, jumping, skipping, catching,

throwing, kicking, rolling, balancing, twisting and turning. They explore ways of moving and developing control when stopping, starting, springing, landing, and








5 minWarm Up Activity

Ship, shark, shoreeveryone is in a line shore to the

left of the line, shark to the right of line and ship where

they are standing. Scrub the deck, captains wife etc to

go with it.

Whole group

activity

45

min

Skills Activity

1. Rolling/ Crawling activitythrough tunnel and

back.

2. Throwingstudents will throw at a target on the

wall and try and get a score and keep improvingthat score.

3. Jumping circuitjumping over low objects

4. Ladder runs

5. Balancing onbalancing boards.

6. Skittles(aiming) try knock the skittles down.

Divide students

up into 6 groups.

Spend 5 minutes

at each station

then rotate.

5 min Cool Down Game

Reflection on what they have learnt

Did we work as a team when playing these games?

Whole groupactivity


25/30

3 WeeksTeambuilding Activities

Grade: Prep/Foundation

After PMP for 6 weeks students will focus on Teambuilding activities

The students will also engage with a variety of initiative/team building challenges.Team building activities

are stimulating problem-solving tasks designed to help group members develop their capacity to work

effectively together. These tasks involve participants' reflection and discussion about the activity, how theyapproached the situation, and possible points of learning.

Focus Questions

- Are students forming new relationships?

- Are students working as a team?

-

Learning Objectives / Outcomes

- To have students engaged and enthusiastic about physical education

-

To learn new skills and games- Ton interact with students in their class and build relationships

- To encourage team participation

- To have students participate and share their experiences.


ICTStudents will be exposed to listening to music through the IPods and speakers throughout participating in Team

building activities. Students will also be using the iPad to record and take photos of the classroom activities.

Sustainability - Students will participate in PMP both in inside and outside environments, depending on the activities

and weather. Students through physical education will learn what sports and activities are played in what types ofenvironment.

Learning Experiences

- Students will build new friendships

- Interact with other students in the

class.

- Learn new team building activities.

- Students will learn basic skills

- Students will work in groups, with

partners, individually and whole

group activities.-

Assessment

- Teacher checklists (have each learning skill and the students

name in a table and tick if they are able to do that correct skill.

- Keep journals of students and their progression.

- Feedback assessment (ensure that you are giving students

feedback in each class, wether it is as a whole group or

individually.

- Assessment through videoing on the Ipads and class interactions.

AusVELS standards









and space safely.
http://www.wilderdom.com/games/InitiativeGames.htmlhttp://www.wilderdom.com/games/InitiativeGames.html


26/30

Lesson Plan 7

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



Undertaking stimulating problem-solving tasks with a capacity to help group members work effectivelytogether

TEAMBUILDING ACTIVITIESemphasis on attitude and behaviours




AusVELs



They explore ways of moving and developing control when stopping, starting, springing, landing, and changingdirection and speed.





and space safely.


5

minutes

Warm Up Activity

Find a group- Students run around to the music when it stops they need to

find a group of 6 people, 3 people, 8 people, 4 people, 2 girls

2 boys. Etc.

Shuttle relay

- Emphasise running technique

Whole groupactivity

4 relay teams

Music

45

minutes

Skills Activity

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

Ordering gameyoungest/oldest, shortest/tallest, alphabet, house

number

Monsters Incworking together to maximise small spaces

Bucket ballall tennis balls are thrown out, must get them all back

in within a specified time.

Whole group

activity

Teams

Tennis balls,

tags, cones,

stop watch,

tape, ball.

5

minutes

Cool Down activity

-

Reflection on what they have learnt- Did we work as a team when playing these games?

Whole group


27/30

Lesson Plan 8








AusVELs





They learn simple rules and procedures for safe movement, and how to follow instructions. They use simple vocabulary to describe movement, the physical responses of their bodies to activity and their



and space safely.


5

minutes

Warm Up Activity

Run around basketball court/Oval

Steal the tagsStudents have tags tucked in one person

is the stealer, once tag has gone then that person also

becomes the stealer till everyone is out.

Whole group

activity

break off intogroups for

next activity.

Music

45

minutes

Skills Activity

Untie the Knotstudents stand in a circle, cross over

there arms and try and untie the knot without letting go.

Hoops Around the Circle (World)linking hands

Tunnel Ball2 lines students stand behind one another

and roll the ball under, person at the end collects ball

and runs to front of line.

Game Sense Game:Sharks & islands

Groups of 6

2 circles /

competition

23 teams in

a line.

Whole group

activity.

Hoops, tags,

variety of balls,

cones, music

5

minutes

Cool Down / Reflection

What did you enjoy?

How did we work as a team?

Whole group

reflection


28/30

Lesson Plan 9








AusVELs









and space safely.


5

minutes

Warm Up Activity

Bulldozers and builderscones are upside down and down

normal, 2 teams bulldozers must turn over cones while buildersrun around putting them up the right way.

Steal the tagsStudents have tags tucked in one person is the

stealer, once tag has gone then that person also becomes the

stealer till everyone is out.

4 groups

Whole group

Bean bags

Cones

40

minutes

Main Activities

Mine fieldsverbally guide blindfolded person through cones

Parachute Gamesup/down (mushroom), wave, run under,

chickens on top

Game Sense GameMini bombardment.

Fireballtennis, soccer & football.

Partners

Whole Group

activity

2 teams

Parachute,

rubber

chickens,

blindfolds,

cones

5

minutes

Cool Down / Reflection

What skills did we learn?

How did we work as a team?

Whole group


29/30

Overview Descriptions

UNIT DESCRIPTION

PMP

In Semester 1 the students in Prep will focus on a range of Fundamental Motor Skills such as

Catching, Kicking, Running, Skipping and Jumping using a variety of equipment. As a part of the

Perceptual Motor Program (PMP) the students began to develop gross motor skills such as hopping,

crawling, throwing, rolling, balancing, twisting, turning and moving in and out of positions.

Team

Building

games

The students will also engage with a variety of initiative/team building challenges.Team building

activities are stimulating problem-solving tasks designed to help group members develop their

capacity to work effectively together. These tasks involve participants' reflection and discussion

about the activity, how they approached the situation, and possible points of learning.

Modified

Sports

Students who are being taught modified sports will learn basketball, netball, soccer and hockey. In

this unit students will focus on skills such as Dribbling, throwing, catching, dribbling, shooting,

attacking, defending, kicking, and using a hockey stick. All students will be taught about spatial

awareness, risk and timing. Students will learn skills that are transferable into other sports and

activities.

Bat tennis This unit provides students with basic tennis skills that are modified fro the actual real game of

tennis. Students will use tennis bats instead of racquets and learn skills and techniques that tennis

acquires. Students will work in groups of four with marked out courts in the gymnasium or ash felt

area outside.

Athletics Students are introduced to the skills and sequences of individual and team athletics required for

effective participation in modified relay and field events. Students will work together over the weeks

to improve their skill development in all areas of athletics.

InvasionGames

Students will determine and learn about Time, Risk and Space. Invasion games provide studentswith an understanding of moving into space. Students will learn to change direction & move quickly

while maintaining ones balance. There will be huge emphasis on a combination of kicking, dribbling,

throwing, catching, striking which result in many rules & skill variations.

Outdoor

Education

Students will experience games and activities that cater specifically for outdoors, Students will focus

on orienteering, basic outdoor skills and obstacle courses. Students will be timing themselves to

improve on their individual time through the obstacle courses.

Fundamen

tal Motorskills

Students will concentrate and work towards improving their fundamental motor skills. These are

skills that are used in sports and movement activities. For example, throwing in softball and cricket,the baseball pitch, javelin throw, tennis serve and netball shoulder pass are all advanced forms of

the overhand throw. Students will rotate and go through various different skills improving on what

they already know about the skill.

Gymnastic

s

Students will complete and progress through basic gymnastic skills; students will go through what

actions are safe and unsafe within the school classroom. Students progressively gain control of their

movements in personal and general space, while stationary and moving. The will use mats,

trampolines, beams and other gymnastics equipment.

Dance,

Dance,

Dance

Students through dance will learn about rhythm, they will complete a variety of line dance and/or

hip-hop dance steps. Throughout the unit they will work in small groups to create a short line/hip

hop dance that meets criteria supplied by the teacher and perform the sequence for other groups,the criteria will be modified for each year level. Games that involve music will be enforced lots in the

younger year Prep, 1, 2, 3.

Ball skills

& games

This unit will cover all games and activities that associate with balls. Students will experience

different types of balls and how we can modify games and activities to suit all students needs and

increase the challenges for some students.
http://www.wilderdom.com/games/InitiativeGames.htmlhttp://www.wilderdom.com/games/InitiativeGames.htmlhttp://www.wilderdom.com/games/InitiativeGames.htmlhttp://www.wilderdom.com/games/InitiativeGames.html


30/30

Aquatics Students will become familiar with the water. Foundation & grade 1 will practise a range of

movement patterns in the pool such as; wade-in entry to and exit from shallow water; float with a

buoyancy aid; perform a basic leg kicking action with a buoyancy aid; recovery from an unaided face

down float; glide to a standing position; and be rescued with a rope or stick. Grade 3 & 4 will

complete more complex skills but still incorporating these skills into the lesson.

Net &

Wall

Games

Net and Wall games focus on games that use courts. Two net and wall games we will be focusing on

will be volleyball and badminton. Throughout this unit these games will be modified so students

understand the concepts of different sports.

Cross

Country

Students over 2 weeks will concentrate on running skills and how to participate in a cross-country

event. Emphasis on running technique will be required to help and encourage all students.

Striking &

fielding

games

In striking and fielding students will focus on tee ball and rounders. Both these sports will allow

students to see how the skills are broken down and then applied in the games. This a great unit for

students as its not a popular sport that most students would participate in.

Students throughout the year will participate in

Cross CountryInterschool

AquaticsAscot vale Leisure Centre

AthleticsInterschool

Interschool Sports4 sports over 4 weeks against other schools

AFL footballers attend the school to run AFL drills with students

Jump Rope for Heart Day

pe unit - lauren & gav.docx

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