HPE

Unit Duration: 5 Weeks Term 4 2015

HPE MOVEMENT AND PHYSICAL ACTIVITY (CRICKET) YEAR 4 Students will apply strategies for working cooperatively and apply rules fairly. They will demonstrate refined striking/fielding/bowling skills and concepts in active play and games. They will apply skills, concepts and strategies to solve movement challenges in striking/fielding games (T20 Blast competition).

WE BELIEVE THAT FOR PLANNING TO BE ADEQUATE IN A SUBJECT AREA and REFLECT

THE PRINCIPLES OF VISIBLE LEARNING THE FOLLOWING SHOULD BE VERY CLEAR:

1. Which part of the STANDARD the planning is related to: 2. WHAT your learning intentions are? (What do I want the students to learn?) – Know and Do 3. What is your basic learning and teaching sequence? (What learning opportunities are you going to provide?) 4. What is the Success Criteria (How will I know that the students have learn. How will this be demonstrated (Assessment) (And an extension goal would be how you are going to plan for feedback along the way)

Suggested Planning Process

Standard Content/Elaborations Brainstorm Activities Assessment Teaching and learning sequence

Band level description – Years 3 and 4

The Year 3 and 4 curriculum further develops students’ knowledge, understanding and skills in relation to their health, wellbeing, safety and participation in physical activity. In these years, students begin to explore personal and social factors that support and contribute to their identities and emotional responses in varying situations. They also develop a further understanding of how their bodies grow and change as they get older.

The content explores knowledge, understanding and skills that supports students to build and maintain respectful relationships, make health-enhancing and safe decisions, and interpret health messages from different sources to take action to enhance their own health and wellbeing.

The curriculum in Year 3 and 4 builds on previous learning in movement to help students develop greater proficiency across the range of fundamental movement skills. Students combine movements to create more complicated movement patterns and sequences. Through participation in a variety of physical activities, students further develop their knowledge about movement and how the body moves. They do this as they explore the features of activities that meet their needs and interests and learn about the benefits of regular physical activity.

The Year 3 and 4 curriculum also provides opportunities for students to develop through movement personal and social skills such as leadership, communication, collaboration, problem-solving, persistence and decision making.

The focus areas to be addressed in Year 3 and 4 include, but are not limited to:

alcohol and other drugs (AD)

food and nutrition (FN)

health benefits of physical activity (HBPA)

mental health and wellbeing (MH)

relationships and sexuality (RS)

safety (S)

active play and minor games (AP)

challenge and adventure activities (CA)

fundamental movement skills (FMS)

games and sports (GS)

lifelong physical activities (LLPA) rhythmic and expressive movement activities (RE).

Content descriptions

Personal, social and community health

Movement and physical activity

Being healthy, safe and active

1. Examine how success, challenge and

failure strengthen personal identities

(ACPPS033)

2. Explore strategies to manage physical,

social and emotional change (ACPPS034)

3. Describe and apply strategies that can be

used in situations that make them feel

uncomfortable or unsafe (ACPPS035)

4. Identify and practise strategies to promote

health, safety and wellbeing (ACPPS036)

Communicating and interacting for health

and wellbeing

1. Describe how respect, empathy and

valuing difference can positively influence

relationships (ACPPS037)

2. Investigate how emotional responses vary

in depth and strength (ACPPS038)

3. Discuss and interpret health information

and messages in the media and on the

Internet (ACPPS039)

Contributing to healthy and active

communities

1. Describe strategies to make the

classroom and playground healthy, safe

and active spaces (ACPPS040)

2. Participate in outdoor games and activities

to examine how participation promotes a

connection between the community,

natural and built environments, and health

and wellbeing (ACPPS041)

3. Research own heritage and cultural

identities, and explore strategies to

respect and value diversity (ACPPS042)

Moving our body

1. Practise and refine fundamental movement skills in different movement situations (ACPMP043)

2. Perform movement sequences which link fundamental movement skills (ACPMP044)

3. Practise and apply movement concepts and strategies (ACPMP045)

Understanding movement

1. Examine the benefits of physical activity

and physical fitness to health and

wellbeing (ACPMP046)

2. Combine the elements of effort, space,

time, objects and people when performing

movement sequences (ACPMP047)

Learning through movement

1. Adopt inclusive practices when

participating in physical activities

(ACPMP048)

2. Apply innovative and creative thinking in

solving movement challenges

(ACPMP049)

3. Apply basic rules and scoring systems,

and demonstrate fair play when

participating (ACPMP050)

Years 3 and 4 Achievement standard

By the end of Year 4, students recognise strategies for managing change. They examine influences that strengthen identities. They investigate how emotional responses vary and understand how to interact positively with others in different situations. Students interpret health messages and discuss the influences on healthy and safe choices. They understand the benefits of being fit and physically active. They describe the connections they have to their community and identify resources available locally to support their health, safety and physical activity.

Students apply strategies for working cooperatively and apply rules fairly. They use decision-making and problem-solving skills to select and demonstrate strategies that help them stay safe, healthy and active. They refine fundamental movement skills and movement concepts and strategies in different physical activities and to solve movement challenges. They create and perform movement sequences using fundamental movement skills and the elements of movement.

Health and Physical Education

TERM 4 WEEKLY PLAN GRADE 4

WEEK 1

Cricket (Throwing skills)

Warm up and transition activity (surname group line up)

Pairs/teams over arm and under arm throwing challenges for accuracy ( 1 ball per pair, 1 set of stumps, markers )

Teams rotational fielding challenge (2 balls per team 1 set of stumps, markers)

Curriculum link

(ACPMP048)

(ACPMP043)

(ACPMP045) (ACPMP047)

WEEK 2

Cricket (Catching skills)

Warm up and transition activity (Birthday month line up)

Catching sixers

Fielding soccer

(ACPMP048)

(ACPMP043)

(ACPMP045) (ACPMP047) (ACPMP050)

WEEK 3

Cricket (Bowling skills)

Warm up and transition activity (Birth date only line up)

Ball Lob

Gate Bowling

(ACPMP048) (ACPMP043) (ACPMP045) (ACPMP047) (ACPMP050)

WEEK 4 Cricket (Batting skills)

Warm up and transition activity (Birth date and month line up)

Weary cricket (Place hitting)

Beat the ball (Hitting off the bounce)

(ACPMP048)

(ACPMP043)

(ACPMP045) (ACPMP047) (ACPMP050)

WEEK 5 Cricket

T20 competition

(ACPMP043)

(ACPMP045) (ACPMP047) (ACPMP050)

WEEK 6 Touch Football

Evasion games

WEEK 7 Touch Football

Evasion games

WEEK 8 Touch Football

Evasion games

WEEK 9 Touch Football

Competition

PERFORMANCE (Achievement) AND PRACTICAL APPLICATION (Effort)

Achievement

Standard - Students

will be able to:

Content Descriptors/Tasks -

Students need to: Above standard looks like:

Applies strategies for working

cooperatively and applies rules fairly

to influence inclusivity.

At Standard looks like:

Applies strategies for working

cooperatively and applies rules fairly.

Below standard looks like:

Participates in physical activities.

Apply strategies

for working

cooperatively and

apply rules fairly

Apply strategies for working

cooperatively and apply rules fairly

in physical activity contexts

specific to cricket which includes

drills, active play/minor games and

modified games.

Working Cooperatively/Inclusively

Influences/encourages others to

be involved

Explains and/or directs activities

appropriately

Uses verbal praise

Adjusts pace and placement of

throws and hits to support

participation of others

Working Cooperatively/Inclusively

Follows instructions

Shares equipment/ takes turn

Speaks respectfully

Listens

Helps set and pack up gear

Working Cooperatively/Inclusively

Spasmodically follows rules

Intermittently shares

equipment/takes turn

Sometimes speaks respectfully

Listens at times

Occasionally helps set and pack up

gear

Applying Rules

Influences/ encourages others to

follow rules, and/or

Modifies set rules to support the

participation or skill development

of others

Applying Rules

Applies set rules fairly

Accepts decisions

Applying Rules

Sometimes applies set rules fairly

Occasionally accepts decisions

Achievement

Standard – Students

will be able to:

Content Descriptors/Tasks –

Students need to:

Above standard looks like:

Performs striking/fielding skills and

concepts with accuracy, control and

fluency.

At Standard looks like: Refines fundamental movement skills

and movement concepts in different

physical activities (Demonstrates

refined striking/fielding skills and

concepts in active play and minor

games).

Below standard looks like:

Demonstrates components of

striking/fielding skills.

Refine

fundamental

movement

skills and

movement

concepts

in different

physical activities

Refine object control skills and

movement concepts in cricket

specific active play and minor games

Placement hitting

Positions ‘ready’ with a firm two-

handed grip on the bat, stable side-

on stance and eyes on the delivery

Swings, including follows through,

with fluency and control and to

accurately place hit to targets,

balls of various trajectory and

speed.

Placement hitting

Positions ‘ready’, and swings to hit

and direct deliveries of slow to

moderate pace or stationary balls

towards targets

Placement hitting

Demonstrates components of

hitting/striking skills by hitting

stationary balls or striking a thrown

underarm ball

Fielding

Positions ‘ready’ with knees bent,

Fielding

Catches and or secures (in one or

Fielding

Demonstrates components of

facing delivery, eyes focused on

the ball

Moves quickly and in anticipation to

the ball

Confidently catches or secures

with control (in either or both

hands) balls of various trajectory,

speed and distance.

both hands) balls of slow to

moderate pace that roll, bounce or

fly directly in front or nearby.

fielding skills by tracking and

stopping balls with hands and body

Throwing

Positions and moves body segments

appropriately to throw underarm

and overarm to achieve distance

and accuracy

Overarm action

Holds ball in appropriate grip,

cocked wrist, out from head

Opposite arm aims to target using

elbow for reference point

Transfers weight from back to

front foot

Rotates hips, trunk, shoulders

Elbow leads the wrist and hand

Throwing hand follows through

fluently across opposite leg

Underarm action

Stands, throwing arm straight

back, ball held in fingers with wrist

cocked

Steps with opposite foot as

straight throwing arm starts to

swing forward

Ball is released as wrist passes side

of leg and flicks fingers forward to

follow through in the direction of

the target

Ball is delivered at an appropriate

height and force

Throwing

Positions and moves body segments

to throw underarm and overarm at

targets enhancing throwing

accuracy and distance by using

some components of fundamental

throwing skills.

Throwing

Demonstrates components of fielding

skills in an effort to further develop

overarm and underarm throwing at a

target

Achievement

Standard – Students

will be able to:

Content Descriptors/Tasks –

Students need to:

Above standard looks like:

Selects and adjusts skills, concepts

and strategies to enhance outcomes.

At Standard looks like: Solves movement challenges (Applies

skills, concepts and strategies to solve

movement challenges in

striking/fielding games).

Below standard looks like:

Uses striking/fielding skills in movement

challenges.

Solve movement

challenges

Perform refined strategies, object

control skills, movement concepts in

movement challenges specific to

cricket specific striking/fielding

Fielding Challenge

Reads’/anticipates the path of the

ball and moves to an appropriate

position to prevent its advance and

to secure it with control

Fielding Challenge

Moves into a position to secure the

ball when it is nearby

Throws with adequate force to an

appropriate target to prevent the

Fielding Challenge

Picks up and throws the ball

games. Selects throwing skill/technique/s

(underarm/overarm) appropriate to

their relationship to other

players/targets in the field of play

and modifies technique and power

to limit the time to play the ball to

the target.

opponents scoring more runs

Batting Challenge

Consistently hits a moving ball with

control into a space creating time

for self or others to safely run

Adopts an appropriate ready stance

‘Reads’ and anticipates the path of

the ball, steps either forward or

back to meet the ball and

purposefully modifies the

positioning of body segments and

the bat to enable deliberate place

hitting of the ball into an open

space/gap

Holds bat with hands together and

uses a long backswing and follow

through to hit the ball accurately

to far spaces and or shortens the

swing to direct the ball to

spaces/gaps

Contacts the ball with head over

the ball

Runs quickly to score at

appropriate times

Batting Challenge

Consistently hits a stationary ball

and sometimes a moving ball using

some components of fundamental

batting skills.

Runs quickly to score a run

Performs components of hitting and

running to score

Learning Intention Lesson Development Success Criteria/Assessment Feedback Opportunities

Moving our body

(ACPMP043) (ACPMP045)

Understanding Movement

(ACPMP047)

Learning through movement

(ACPMP048) (ACPMP050)

Explicit teaching (I do ,we do, you do)

Show/demonstrate/introduce the skill/activity

Allow students opportunity to practice and observe performance

Provide prompts to instruct students in regard to refining skill

Provide verbal feedback and reward achievement

Reflect on learning

Standards judged using criteria:

The achievement (A, B, C, D, E) effort (C, G, S, R) is

based on Formative and Summative assessment of

students

Positive

reinforcement/reward

Recall/reflect/evaluate

learning at the beginning

and end of lessons

Formative and summative

assessment

Class: Senior Blue

Observation record: Health and Physical Education — Year 6 Cricket Program

PERFORMANCE (Achievement) AND PRACTICAL APPLICATION (Effort)

Part A: Performs specialised Cricket skills

Overall Mark

Part B: Combines movement concepts and strategies to achieve movement outcomes and solve movement challenges

Overall Mark

Part C: Applies strategies to work collaboratively, play fairly and encourage inclusiveness (active listening, rule application and G.A.M.E approach).

Fielding

Batting

Bowling

Consistently uses cricket specific striking and fielding skills In movement challenges.

Achieves movement outcomes using relationship of space, effort and time with offensive/defensive strategies.

Uses controlled, accurate and timed movement skills with strategies/movement concepts to create/limit offensive/defensive opportunity.

Achievement (A,B,C,D,E)

and Effort

(C,G,S,R)

Achievement (A,B,C,D,E)

and Effort

(C,G,S,R)

Achievement (A,B,C,D,E)

and Effort

(C,G,S,R)

STUDENTS NAME

A E A E A E Achievement (A,B,C,D,E)

Effort (C,,G,S,R)

Achievement (A,B,C,D,E)

Effort (C,,G,S,R)

Achievement (A,B,C,D,E)

Effort (C,,G,S,R)

Achievement (A,B,C,D,E)

Effort (C,,G,S,R)