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Kindergarten students will participate in Physical Education lessons of 40 minutes each week. The classes will rotate
through the skills of locomotion, ball control, hitting, kicking, throwing and tracking/trapping. The lessons this will
introduce new skills. Each group will spend two weeks on each skill component.
Outcomes:
GSES1.8 Demonstrates fundamental movement skills while playing with and sharing equipment.
MOES1.4 Demonstrates a general awareness of how basic movement skills apply in play and other introductory
movement experiences.
V5 Willingly participates in regular physical activity.
Skill
Gross Motor:
Climbing,
gripping,
swinging
Locomotion:
jumping/landing,
balance
Locomotion:
running
Ball control:
bouncing and
catching a large
ball
Throwing:
underarm, two
hands
Hitting: striking
an object,
stationary/
moving
Development
Ball control:
Kicking
Gripping monkey bars with Monkey grip (i.e. thumb on same side as fingers)
Swinging and grabbing the next bar
Using opposite hand/leg movement to climb ladders
Being aware of centre of gravity when moving to/from raised platforms and bars
Start with feet close together, side by side
Bend knees and swing both arms behind body
Spring upwards and swing arms up to give extra movement
Keep head up, and eyes in front or on target
Land with both feet together, balanced
Arms/legs move in opposition
Slight forward lean of the body
High knee lift
Arms drive forward in a relaxed style, elbows bent
Stand with feet stationary, shoulder width apart and holding the ball at waist height, with
hands on either side of the ball
Push the ball straight down with both hands
Keep eyes on the ball
Catch the ball with fingers spread and pull the ball into the body
Eyes on target while throwing
Face direction of throw, legs slightly apart
Hold ball with two hands
Swing ball/arm down and then forward towards the target
WITH EQUIPMENT
WITHOUT EQUIPMENT
Stand with feet apart, one in front of the Stand next to or beneath the object, with
other. Front foot should be opposite to
feet apart, one in front of the other. Front
main arm and placed near object. Back
foot should be opposite to main arm.
foot turned to 45 degrees, used for balance
Have shoulders/body square to object
Turn body to 45 degrees from object
Have palms flat, fingers outstretched,
slightly cupped towards the object
Hold the bat with both hands, with main
Arms are bent at the elbow
hand further from the body
Bring the bat up and around the body to Keep eyes on target, as object comes
should height, holding bat level
within hitting range, push arms/hands
towards object, hitting it with both hands
Keep eyes on the target and swing
at the same time.
Follow through with bat aiming in the
Follow through with hands
direction of the target
Watch the ball as you run in
Hold/use arms outstretched for balance
Place supporting foot to the side and behind the ball
Bring the foot up underneath the ball, connecting with the inside
Follow through with the kicking foot pointing in the direction of the target
Students rotate between 2 stations over the 40 minutes (20 mins per station). Teachers
remain at their activity. The next week, groups complete the other two activities.
Rotations
Wk
Miss Crowly
Miss Mistry
Miss Ruppin
Ms Batterham
Equipment
Bouncing
Kicking
Running
Sturt
Cook
Cook
Sturt
Phillip
Flinders
Flinders
Phillip
Phillip
Flinders
Flinders
Phillip
Sturt
Cook
Cook
Sturt
Miss Crowly
Miss Mystry
Miss Ruppin
Ms Batterham
Obstacle course
Throwing and
catching
Dribbling and
Aiming
Relay/Games
Sturt
Cook
Cook
Sturt
Phillip
Flinders
Flinders
Philip
Phillip
Flinders
Flinders
Phillip
Sturt
Cook
Cook
Sturt
10
Sturt
Cook
Cook
Sturt
Phillip
Flinders
Flinders
Phillip
Sturt
Phillip
Flinders
Reg
Cook
Assessment and
Evaluation
Resources:
Each kindergarten teacher is responsible for setting up for their group. Please see
attached activity cards for clarification on how to play and resources required.
LOCOMOTION
Relays
Equipment: baton/bean bag (1 per team)
Playing Space: Grass
Formation: 2 teams split into 2 groups each. One student is the starter.
Instructions: Students run from their group to the other group, passing the
baton/object to the person at the front of the line and then going to the end
of the line and sitting down. The team with all people sitting down first is the
winner.
LOCOMOTION
Snake
Equipment: 1 long skipping rope, tied to a pole or other stationary object
Playing Space: Grass
Formation: 2 teams in a line behind their leader, facing
the skipping rope. Teacher holds untied end of the rope.
Instructions: Teacher holds untied end of the rope low to
Game Formation
the ground and wiggles the rope so that it curves along the ground like a snake.
One at a time, students from each team run up and jump over the moving rope,
landing on the other side. They then run around the teacher and back to the
end of their team.
Variation: The game can be made more difficult by having the teacher
wave the rope in a vertical (rather than horizontal) pattern, though this is
more dangerous for less experienced students.
LOCOMOTION
Long Jump
Equipment: 10-20 flat tiles/markers that can be jumped on
Playing Space: Grass
Formation: Set up the course with only 10 tiles increasing distances apart, with
the last tile being the long jump. Students are in 1 line behind the starting tile.
Instructions: Student steps onto first tile and proceeds to jump along the tiles,
showing correct/effective jumping stance. The aim is to build up the jumps til
the long jump at the end. Students explore how to make themselves jump
further by using their arms, legs and body to help. After completing the course,
students rejoin the line. Teacher may decide to have several students on the
course at once, rather than waiting for each child.
LOCOMOTION
Rob the Nest
Equipment: 6 hoops, 20 bean bags, stopwatch/timer, whistle/bell
Playing Space: Grass
Hoop nests
Bean Bags
Activity formation
Instructions: Students are given 5 mins to be the group with the most bean bag
eggs. Only one student per nest may move at a time. First, students steal the
bean bags from the centre nest, taking turns to leave their nest. Then,
students may steal from others nests but again only one person per team may
leave the nest at a time. When timer goes off, groups count their eggs and the
group with the most wins.
LOCOMOTION
Obstacle Course
Equipment: 10 bean bags, 5 hoops, 1 skipping rope, 6 flat tiles/cones, 10 witches hats
Playing Space: Grass
Formation: Set up the Obstacle Course as per the diagram.
Beanbags
Skipping
Rope
Sprinting
Space
Hoop
Jumping Tiles
Hoops
Witches Hats
START
Instructions: Students begin by jumping from hoop to hoop. They then pick up a
beanbag and place it on their head. They balance walking along the skipping rope
and then sprint to the next hoop (students may hold the beanbag), where they
leave their beanbag. They then jump along the tiles and perform a long jump to
the last tile. They then run weaving around the witches hats, and come back to
the starting point.
Note: teacher will need to monitor the beanbags, moving them from the drop
zone back to the initial point.
BALL CONTROL
Bin Ball
Equipment: 5 containers, 5 balls
Playing Space: Asphalt
Formation: Students are divided into 5 groups with 1 ball per group. They stand
in a line about 1-2 metres (depending on skill level) from their container or bin.
Instructions: Students bounce the ball around the bin, come back to the start
of the line, and shoot the ball into the bin. If they miss they must go and get it,
and return it to the next person in line. If they get it in, they get one point for
their team.
Variation: put a time or turn limit on the game.
KICKING
Tunnel Ball (2)
Equipment: 2-4 balls
Playing Space: Asphalt
Formation: Students are divided into groups of 6-10. They form a line with
their legs apart.
Instructions: The player at the front has the ball and faces their group, about
a metre in front of the line. The student kicks the ball through the legs of
their team mates and runs to the end of the line to get the ball. They join the
end of the line. The team then passes the ball back over their heads to the
first person, who repeats the process.
If the ball gets stuck in the tunnel, players may assist it to the end of
the tunnel.
Variation: put a time or turn limit on the game.
BALL CONTROL
Keep Away
Equipment: 1 large, soft, bouncy ball; coloured sashes for one team
Playing Space: Asphalt
Formation: Students are divided into 2 teams of equal skill
Instructions: Students keep the ball away from the other team by bouncing it
to their team mates. The ball must be bounced, not thrown, in order to focus on
skills. Players from the other team may intercept the ball at any time.
Encourage calling and teamwork
Variation: Goals and points may be introduced to increase competition.
BALL CONTROL
Tunnel Ball (1)
Equipment: 2 large, soft, bouncy balls
Playing Space: Asphalt
Formation: 2 teams. Students form a line with Student 1 out the front facing
the team, approx 2m away.
Instructions: Student 1 passes the ball underarm to Student 2, who passes the
ball back to Student 1. Student 2 then runs behind Student 1, who throws the
ball to the next person. When the last student comes up, Student 1 throws the
ball to Student X, then runs behind Student X, who throws the ball to Student
2, and so on.
Variation: Goals and points may be introduced to increase
competition.
KICKING
Kick Ball
Equipment: 1 ball, 20 witches hats,
Playing Space: Grassed area (pref. marked field)
Fielders
team spreads out within the field and Kicking team lines
Base
SAFE ZONE
Kickers
Tee
the ball out into the field, then runs to the Base and back again. Fielders cannot
go inside the Safe Zone until after the ball is kicked. Fielders try to get the
ball back to the Tee before Kicker gets back. If Kicker makes it, Kicking Team
gets 1 point. If he/she doesnt, no points are scored. After all Kicking students
have had a turn, swap over.
Encourage good team behaviour cheering, supporting etc.
Variation: 2 rounds can be played so that students get another chance.
KICKING
Kicking Relay
Equipment: 2 balls, 4 witches hats
Playing Space: Grassed area
Formation: 2 teams divided into 2 groups, 15m away from each other. A witches
hat is placed 5m in front of each group
Instructions: On a given signal, Student 1 dribbles the ball up to the witches
hat, then kicks it to Student 2. Student 1 runs after the ball and joins the end
of the second line. Student 2 traps the ball and then dribbles to their cones,
and kicks to Student 3, and so on.
Variation: Add a time/turn limit to increase competition.
Student formation
KICKING
Goal Shots
Equipment: 4 mini goals or similar (container, chairs etc)
Playing Space: Grassed area
Formation: 4 groups, lined up 5-10m from their goal. Student 2 is behind the
goal ready to grab any misses.
Instructions: On a given signal, Student 1 takes aim and shoots for a goal.
Student 2 retrieves the ball and gives it to the next student, then Student 2
joins the end of the line and Student 1 takes the retriever spot.
Variation: If change over is too complicated, students can retrieve their own
ball.
10
PDH
Early Stage 1
Term 1 Week 6
Resources:
Assessment:
Cross-curriculum Issues:
I Poster
Multicultural education
Aboriginal education
Glue
Gender equity
Pencils, colours
Technology education
IWB
Teaching/Learning:
Sit students in a circle. Going around the circle, students say one thing about their appearance. Suggestions
include I have brown hair, I have freckles etc.
In pairs students discuss things that make each other special. Regroup and each student shares with the class,
saying I am special because...
Play a game where a student describes another student by appearance, likes/dislikes, ability etc and the class
must guess the identity.
Brainstorm things that students like/can do.
Students make an I Poster using photographs brought from home. Students caption it with I like... or I
can... or I am... sentences.
Evaluation:
PDH
Early Stage 1
Week 7
Assessment:
Cross-curriculum Issues:
Multicultural education
Aboriginal education
Gender equity
Technology education
Black marker
Pencils, colours
IWB
Teaching/Learning:
As a class, brainstorm and discuss attributes of a good person (tries hard, friendly, helpful etc.). Create a
vocabulary wall from the suggestions. Going around the class, students say something nice and positive
about a classmate using the word-wall words.
Establish the Friendship Books and have the first (guided) writing session.
Friendship Books are used each week and rotated through the class. No student should have the
same book twice, so having a list in the front cover to check off students is ideal. Students write 1 or
2 sentences about the student, describing their good behaviour or something about their appearance
or personality that they like. It is used as a way of boosting self esteem and acceptance, and having
students recognise the differences and strengths of each other.
PREFERABLY students should use the Friendship Blog and post their sentences on each others page each
week. Teacher can keep a checklist to ensure each student has posted on each other students blog. The
blogs would be maintained in each computers lesson.
Evaluation:
PDH
Early Stage 1
Week 8
Assessment:
Cross-curriculum Issues:
Multicultural education
Pencils, colours
Aboriginal education
IWB
Gender equity
Technology education
Teaching/Learning:
Play the Name Game: students sit in a circle and go around. Students repeat what was said by the person
next to them, and then say their own suggestion. So it may go Bob, Bob Jess, Jess Kim, Kim
Matt etc.
First round they say their name, e.g. Tim, then they add an adjective to describe themselves, e.g. Terrific
Tim, then they say something they like or dislike, e.g. Terrific Tim likes Spaghetti.
Students are given a person stencil. On the stencil they create a collage of drawings depicting their likes and
dislikes in a variety of categories e.g. food, clothing, colours, drinks, toys, activities/sports. Discuss, and
display with the heading This is me.
Students collages can be uploaded to the blog and captioned with the students initial Terrific Tim Likes
Spaghetti sentence. This can then be commented on by the class.
Evaluation:
PDH
Early Stage 1
Week 9
Assessment:
Cross-curriculum Issues:
Multicultural education
Aboriginal education
Blu tac
Gender equity
Technology education
Pencils, colours
IWB
Teaching/Learning:
EITHER: Divide students into groups of 2 or 3 and they work together to match the flashcards to the parts
on the body outline. Afterwards regroup and discuss each body parts function...
OR: Display the person outline on the IWB and as a class label each external body part using the flashcards,
and discuss its function.
As a class, discuss how to look after the body and keep it healthy. Record responses on the IWB. Possible
responses include brushing teeth, clipping nails, daily washing etc. Have images of actions to assist.
If time, play a game of What Are You Doing. Students form a circle with one in the centre. Centre student
mimes an action involved in keeping the body healthy, e.g. brushing teeth. After a minute or 2, class asks
What are you doing? and centre student replies with a different action to what is being done, e.g. combing
hair (this can be tricky to do). Centre student taps another student to come in, and new centre student takes
up the action that was just said (combing hair).
Students can then post on the blog with a sentence (or 2) linking to this lessons content, such as I stay
healthy by brushing my teeth or I wash my hair to keep it healthy. Other students might like to comment
with me too etc. to show their involvement.
Evaluation:
PDH
Early Stage 1
Week 10
Resources:
Assessment:
Cross-curriculum Issues:
IWB
Multicultural education
Video: http://www.brainpopjr.com/
socialstudies/economics/needsandwants/
(5 mins)
Aboriginal education
Gender equity
Technology education
Environmental education
Blu tac
Teaching/Learning:
As a class, discuss what is a need? and what is a want?, using the flashcards/pictures as stimuli. Sort the
flashcards/pictures into the two categories.
Discuss the basic needs, e.g. food, water, shelter. Concepts such as family, parents etc. may be introduced,
so teacher should be aware of any student situations, e.g. divorce, which requires sensitivity.
Think-Pair-Share: in pairs, students think of things they want. Share and record on the IWB. Repeat for
needs.
Watch video to consolidate, pausing at intervals to link student knowledge to the video content.
**Technology link: Students can continue their learning about Needs vs Wants on their blog at home/in
computers, listing things they can see/they have but they dont need.
Evaluation:
PDH
Early Stage 1
Week 6
Assessment:
Cross-curriculum Issues:
Multicultural education
Aboriginal education
Glue
Gender equity
Pencils
Technology education
Environmental education
Teaching/Learning:
Encourage students to bring in baby photos (newborn, 2 years, 4 years) and a current photo. Discuss the
physical changes since the photos were taken.
Stick the photos to a page titled How I Have Changed.
Modelled writing: Write short captions to go on the My Changes page describing the changes, e.g. I have
grown bigger, I have lost teeth etc. Students caption their page.
**Technology link: Students photos can be uploaded to the blog and student can write 1 or 2 sentences
describing their changes, and other students can comment on other things they notice. Alternatively, students
can just type a sentence to go with their photos in MS Word.
Evaluation:
PDH
Early Stage 1
Week 7
Assessment:
Cross-curriculum Issues:
Multicultural education
Aboriginal education
Glue
Gender equity
Pencils
Technology education
Environmental education
Teaching/Learning:
As a class or in pairs, discuss things that students can do now that they couldnt do when they were younger.
After discussing, students create a picture depicting one or more of the skills they have developed over time.
Talk about changes that will happen as they continue to grow. What do they think will happen, physically
and emotionally?
Talk about feelings: what feelings do we have, how can we express them?
Role Play several situations where students depict emotions and must work out how to express them, e.g.
Bob called John a mean name at recess time. What should John do?
Consolidate by discussing each scenario e.g. why might Bob be calling John a name?
**Technology link: Students work samples can be uploaded to the blog and student can caption it with a
sentence or 2 describing the change(s) that they think will happen to them.
Evaluation:
PDH
Early Stage 1
Week 8
Resources:
Assessment:
Cross-curriculum Issues:
Multicultural education
Aboriginal education
String
Gender equity
Technology education
Pencils
Environmental education
Teaching/Learning:
Students are standing and move about the room. Teacher calls out a list of things that students have/use/like
etc. Students must talk to each other to work out who has the same response as them, and then stand with
that person/those people.
The questions/categories can be open or closed categories, e.g. Find someone who likes the same TV show
as you, or Is your favourite colour red?
Discuss likes and dislikes, and why some people might like the things you dislike. Lightly introduce the
concepts of culture, religion, nationality and gender. Discuss the impacts these concepts might have on a
persons likes/dislikes, and lightly link to stereotypes will a girl always like the colour pink? etc.
Talk about differences being ok, and what to do about differences (i.e. dont argue or fight).
As a class, create a graph showing class responses. This can be done in MS Word to link in technology.
Discuss the results and what this shows about our class.
**Technology link: Create a poll on the blog which students can respond to, and which can then be
discussed as a class.
Evaluation:
PDH
Early Stage 1
Week 9
Assessment:
Cross-curriculum Issues:
A4 paper
Multicultural education
Glue
Aboriginal education
Gender equity
Friendship Books/Blogs
Technology education
IWB
Environmental education
Teaching/Learning:
As a class, discuss students hopes for their future: what job do they want to do, what will they be like? How
can they get to be this person? (work hard, be nice to others, etc.)
Students draw an image representing the person they want to be, captioning it with descriptions such as
happy, friendly, fireman etc.
Conclude the unit by sharing the Friendship Books/Blogs. Students may read something they wrote about
someone. Discuss the general ideas students wrote about (being nice, sharing, being funny, helping, learning
well, paying attention etc.). Link back to being an individual and students sense of personal identity.
Evaluation:
Love
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