Physical Education Unit Plan

Year Level: 1/2 No. of Lessons: 5

Topic Indigenous Games – Throwing and catching games

Student Outcomes Physical:
Students will:
- Exhibit the techniques of throwing, catching and running through the
games of Tarnambai, Gorri and Chuboochuboo
- Develop and demonstrate the ability to throw accurately in the game
of Gorri and Mer Kolap
- Develop and demonstrate gross motor and locomotor skills to play
cooperatively with others in all activities throughout the lessons
Cognitive/ Knowledge:
Students will:
- Learn and understand the rules and structures of the different games
played
- Explain why, when, where and how the Indigenous games were played
and by whom
- Begin to develop basic game sense through applying the rules of the
games played and making decisions in these games
- Show good listening and watching skills while others are
talking/demonstrating
Behavioural, Social and Personal Responsibility:
Students will:
- Respect and appreciate the ability of other students
- Appropriately modify ball release to suit the intended receiver in the
game ‘Keentan’
- Follow instructions given by the teacher ensuring they do what has
been asked of them
- Work collaboratively with their classmates in all games played through
being encouraging, helpful and listening to others ideas
- Scan for safety ensuring that themselves and others are safe
Affective / Emotional:
Students will:
- Develop an understanding and appreciation of the Indigenous games,
culture and language explored
- Develop resilience by persisting and working to achieve and overcome
challenges
- Participate with a positive attitude
- Understand fair play through being honest during the games and
displaying good sportsmanship skills
ACARA Strand: Movement and Physical Activity
Sub-strand: Moving our body
Content Descriptors and Code:
- Perform fundamental movement skills in a variety of movement
sequences and situations (ACPMP025)
Sub-strand: Understanding movement
Content Descriptors and Code:
- Incorporate elements of effort, space, time, objects and people in
performing simple movement sequences (ACPMP029)
 Sub-strand: Learning through movement
Content Descriptors and Code:
- Use strategies to work in group situations when participating in
physical activities (ACPMP030)
- Identify rules and fair play when participating in physical
activities (ACPMP032)
ACARA Achievement Standard for Year 1/2:
By the end of Year 2, students describe changes that occur as they grow older.
They recognise how strengths and achievements contribute to identities.
They identify how emotional responses impact on others’ feelings.
They examine messages related to health decisions and describe how to keep
themselves and others healthy, safe and physically active. They identify areas
where they can be active and how the body reacts to different physical
activities.
Students demonstrate positive ways to interact with others.
They select and apply strategies to keep themselves healthy and safe and are
able to ask for help with tasks or problems. They demonstrate fundamental
movement skills in a variety of movement sequences and situations and test
alternatives to solve movement challenges. They perform movement
sequences that incorporate the elements of movement.
ACARA General Capabilities
- Ethical Understanding: students will treat each other with respect,
fairness and compassion, valuing the diversity which may be present
within the class.
- Intercultural Understanding: all of the activities/games to be played
during the unit are of the Indigenous culture where students will learn
to appreciate differences in beliefs and perspectives affect how people
participate in physical activities. Students will also gain understanding
of what is valued in terms of physical activity within other cultures.
- Personal and Social Capability: students will work collaboratively in all
activities/games where students will develop an awareness and
appreciation of their own and others’ strength and abilities. Students
will develop a range of interpersonal skills such as communication,
teamwork and leadership.
- Literacy: students will be introduced to and will become familiar with
specific terminology related to the activities/games as well as a bit of
the Kaurna language, will use appropriate language to communicate
with others respectfully as well as to express themselves and their
ideas/opinions and will develop skills to understand explanations and
demonstrations given to aid activities.
- Numeracy: students will use their counting skills to keep track of
scores/points as well as to count successful throws/catches in a range
of games, for example, Mer Kolap and Chuboobhuboo. Students will
also use spatial reasoning in movement activities, such as Keentan.
ACARA Cross Curriculum Priorities:
- Aboriginal and Torres Strait Islander Histories and Cultures
ACARA Student Diversity:
 English as a second language
To cater for the above diversity, the following will be implemented:
demonstrations, visual aids, working in the first language of students to form
common ground.
Activity/Topic Analysis The Yulunga: Traditional Indigenous Games resource was used to inform the
List of activities: planning of this physical education unit with the intention that it would
Lesson 1: provide both teachers and students with a greater understanding of
 Chuboochuboo Indigenous culture. Furthermore, a number of the sports and games we enjoy
 Mer Kolap today have originated and evolved from traditional Indigenous games.

Lesson 2: The games to be played throughout this unit are listed in the left-hand
 Tarnambai column. It is the hope that the students enjoy these games and will appreciate
 Koolchee the exposure to traditional Indigenous games. These games will culminate into
a Tabloid event at the end of this unit. There are a number of movement
Lesson 3: forms present within each game throughout the duration of the unit but there
 Kungirruna are key movement forms which are present throughout each game.
 Gorri
The games/activities included within this unit plan have a focus on
Lesson 4: fundamental movement skills with an emphasis on developing the students’
 Thapumpan technical abilities in throwing, catching and running. The games/activities
 Keentan chosen for this unit plan involve partner and team work which will help
students explore group dynamics developing team building characteristics.
Lesson 5: The game/activities within this unit plan to be played by students will also
Tabloid Event of: help them work on their verbal and non-verbal communication. Other aspects
 Koolchee to be developed through these games/activities throughout the unit weeks
 Mer Kolap are cooperation, fair play/sportsmanship skills and respect for other students
 Chuboochuboo ability levels.

This unit plan will assist students in developing their awareness and
understanding of the Indigenous Culture as students will explore and
understand the background of each game as well as discussing why
Indigenous people may have played these games, who might have played
them, where they would have been played and what the game’s purpose is.
Furthermore, cultural awareness will be developed through asking students
questions that will draw parallels to their own and others culture providing
students with the opportunity to share their own stories/experiences.

Throughout this unit I will be implementing and practicing culturally

responsive pedagogy; the principles to be applied will be culturally mediated
instruction and communicating expectations. To apply culturally mediated
instruction we will be playing culturally based games and using Kaurna
language throughout the unit. I will also be communicating expectations by
clearly stating what is expected in regards to participation and behaviour.
Driving Questions  How do we make a successful and accurate throw?
 Why, when, where and how were these Indigenous games played and
by whom?
 What equipment/materials may have been used when these games
were first played? What might have been available to use?
Vocabulary Indigenous, culture, throwing, catching, passing, receiving, running, Kaurna
language, communication, team work
Specific Skills, What MUST you teach this particular group of students?
Knowledge,  Cultural background and, therefore, cultural awareness of the games
Understanding to be played
Developed Through the  The rules of the games
Topic
  Throwing and catching skills
 Passing and receiving skills
 Establishing and maintaining expectations of the students to ensure
that the class environment is one that is safe and respectful
 Cooperation and teamwork skills through the games to be played, for
example, Gorri and Mer Kolap
 Fair play and sportsmanship skills through all games to be played

What SHOULD you teach this particular group of students?

 Spatial awareness
 Verbal and non-verbal communication that can be used during the
games
 Negotiation skills that can be implemented if and when conflict or
disagreements during games arise
 Review the key cues of throwing and catching to ensure that all
students are confident in what they are doing and that they can
experience feelings of success
 Kaurna language

What COULD you teach this particular group of students?

 Basic game sense
 Variations of the activities/games
 Other Indigenous games from around the world
Assessment  Checklist – based on participation and performance across the unit
Links to Other Key Mathematics: Links to mathematics occur though students counting the
Learning Areas number of passes completed in Chuboochuboo, points achieved in the Tabloid
Event.
Humanities: History where students will discuss and explore when and why
these Indigenous games were played. Geography where students will discuss
and explore where the Indigenous games were played.
Summative Checklist

Student Name:

Room:

Criteria Comments

 Exhibits the technique of throwing

 Exhibits the technique of catching

 Exhibits the technique of running

 Works collaboratively with classmates

 Able to discuss/explain why, when, where

and how the Indigenous games were played
and by whom

 Follows the rules of the games

 Participates positively

 Developed resilience by persisting and

working to achieve/overcome challenges