HPE

Unit Duration: 5 Weeks Term 4 2015

HPE MOVEMENT AND PHYSICAL ACTIVITY (CRICKET) YEAR 5/6 Students will apply strategies for working cooperatively and apply rules fairly during cricket based activities/games. Students perform batting, bowling, throwing, and catching skills in game situations. Students propose and combine movement concepts (space, effort, time and relationships) and offensive and defensive strategies to achieve outcomes in cricket based activities/games.

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 5 and 6

The Year 5 and 6 curriculum supports students to develop knowledge, understanding and skills to create opportunities and take action to enhance their own and others' health, wellbeing, safety and physical activity participation. Students develop skills to manage their emotions, understand the physical and social changes that are occurring for them and examine how the nature of their relationships changes over time.

The content provides opportunities for students to contribute to building a positive school environment that supports healthy, safe and active choices for everyone. They also explore a range of factors and behaviours that can influence health, safety and wellbeing.

Students refine and further develop a wide range of fundamental movement skills in more complex movement patterns and situations. They also apply their understanding of movement strategies and concepts when composing and creating movement sequences and participating in games and sport. Students in Year 5 and 6 further develop their understanding about movement as they learn to monitor how their body responds to different types of physical activity. In addition, they continue to learn to apply rules fairly and behave ethically when participating in different physical activities. Students also learn to effectively communicate and problem-solve in teams or groups in movement settings.

The focus areas to be addressed in Year 5 and 6 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)

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. Explore personal and cultural identities and how they change and adapt to different contexts and situations (ACPPS051)

2. Investigate resources and strategies to manage changes and transitions associated with puberty (ACPPS052)

3. Investigate community resources and strategies to seek help about health, safety and wellbeing (ACPPS053)

4. Plan and practise strategies to promote health, safety and wellbeing (ACPPS054)

Communicating and interacting for health

and wellbeing

1. Practise skills to establish and manage

relationships (ACPPS055)

2. Examine the influence of emotional

responses on behaviour and relationships

(ACPPS056)

3. Recognise how media and important

people in the community influence

personal attitudes, beliefs, decisions and

behaviours (ACPPS057)

Contributing to healthy and active

communities

1. Investigate the role of preventive health in

promoting and maintaining health, safety

and wellbeing for individuals and their

communities (ACPPS058)

2. Explore how participation in outdoor

activities supports personal and

community health and wellbeing and

creates connections to the natural and

built environment (ACPPS059)

3. Investigate and reflect on how valuing

diversity positively influences the

wellbeing of the community (ACPPS060)

Moving our body

1. Practise specialised movement skills and apply them in different movement situations (ACPMP061)

2. Design and perform a variety of movement sequences (ACPMP062)

3. Propose and apply movement concepts and strategies (ACPMP063)

Understanding movement

1. Participate in physical activities designed

to enhance fitness, and discuss the

impact regular participation can have on

health and wellbeing (ACPMP064)

2. Manipulate and modify the elements of

effort, space, time, objects and people to

perform movement sequences

(ACPMP065)

3. Participate in physical activities from their

own and other cultures and examine how

involvement creates community

connections and intercultural

understanding (ACPMP066)

Learning through movement

1. Participate positively in groups and teams

by encouraging others and negotiating

roles and responsibilities (ACPMP067)

2. Apply critical and creative thinking

processes in order to generate and

assess solutions to movement challenges

(ACPMP068)

3. Demonstrate ethical behaviour and fair

play that aligns with the rules when

participating in a range of physical

activities (ACPMP069)

Years 5 and 6 Achievement standard

By the end of Year 6, students investigate developmental changes and transitions. They examine the changing nature of personal and cultural identities. They recognise the influence of emotions on behaviours and discuss factors that influence how people interact. They describe their own and others’ contributions to health, physical activity, safety and wellbeing. They describe the key features of health-related fitness and the significance of physical activity participation to health and wellbeing. They examine how physical activity supports community wellbeing and cultural understanding.

Students demonstrate skills to work collaboratively and play fairly. They access and interpret health information and apply decision-making and problem-solving skills to enhance their own and others’ health, safety and wellbeing. They perform specialised movement skills and propose and combine movement concepts and strategies to achieve movement outcomes and solve movement challenges. They apply the elements of movement when composing and creating movement sequences.

Health and Physical Education

TERM 4 WEEKLY PLAN GRADE 5-6

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

ACPMP067

ACPMP061 ACPMP063

ACPMP069

WEEK 2

Cricket (Catching skills)

Warm up and transition activity (Birthday month line up)

Catching sixers

Fielding soccer

ACPMP067 ACPMP061 ACPMP063 ACPMP069 (ACPMP069)

WEEK 3

Cricket (Bowling skills)

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

Ball Lob

Gate Bowling

ACPMP067 ACPMP061 ACPMP063 ACPMP069 (ACPMP069)

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)

ACPMP067 ACPMP061 ACPMP063 ACPMP069 (ACPMP069)

WEEK 5 Cricket

T20 competition

ACPMP067

ACPMP061 ACPMP063

ACPMP069 (ACPMP069)

WEEK 6 Touch Football

Evasion games

WEEK 7 Touch Football

Evasion games

WEEK 8 Touch Football

Evasion games

WEEK 9 Touch Football

4 team competition

Winner game 1 versus winner game 2

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 batting, bowling, and

catching and throwing skills with

accuracy, timing and control.

At Standard looks like: Performs specialised movement skills

(throwing, catching, bowling, batting)

and proposes and combines movement

concepts

(space, effort, time and relationships)

and strategies (offensive and

defensive) to achieve movement

outcomes.

Below standard looks like:

Performs components of

striking/fielding skills.

Performs

specialised

movement skills

and proposes and

combines

movement

concepts and

strategies to

achieve movement

outcomes.

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,

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.

Fielding

Catches and or secures (in one or

both hands) balls of slow to

moderate pace that roll, bounce or

fly directly in front or nearby.

Fielding

Demonstrates components of

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

Perform refined strategies, object

control skills, movement concepts in

movement challenges specific to

cricket specific striking/fielding

games.

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

Selects throwing skill/technique/s

(underarm/overarm) appropriate to

their relationship to other

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

opponents scoring more runs

Fielding Challenge

Picks up and throws the ball

players/targets in the field of play

and modifies technique and power

to limit the time to play the ball to

the target.

constantly tracks the ball

moves to intercept the ball

quickly transitions to defend

against the scoring of runs

communicates to direct play.

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

Looking for and passing to the

player in the best position to

receive/advance the ball.

Adjusting direction, trajectory,

force and timing of the shot to

advantage the batting team.

Communicating to direct play.

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

Batting Challenge

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

Achievement (A, B, C, D, E) and effort (C, G, S,

R)criteria of student performance is based on

Formative and Summative assessment of students

against Australian curriculum standard elaborations

.

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)