Class profileSituated in the western suburbs, Parkwood Green Primary School is a middle socioeconomic statuspublic school. Parkwood Green consists of approximately 600 students and caters for students inFoundation through to Year 6. The school strives to create an inclusive environment by welcomingand catering for students of all cultures, ethnicities and abilities. The school celebrates culturaldiversity and recognises that all students are unique and possess the ability to achieve academicsuccess.Parkwood Green offers an extensive range of facilities that promote physical activity including asports oval with a running track, a large gymnasium, 3 playgrounds, basketball courts, a spaciouscourtyard, and even a swimming centre within the school grounds.In line with the Victorian Curriculum, a Physical Education unit of work has been designed for year 3-4 students. Across three 60 minute lessons, students will be developing “greater proficiency across[a] range of fundamental movement skills” (Australian Curriculum, Assessment and ReportingAuthority, 2021) by participating in games based on athletics skills.At Parkwood Green, the year 3-4 cohort consists of four classes. The particular class this unit hasbeen designed for consists of 24 students, with 13 of these students being boys and 11 being girls.The students within this class range from 8-10 years old and have varying backgrounds and learningabilities. Three of these students have additional learning needs with one student having English asan additional language (EAL), one student being on the autism spectrum (ASD), and one studentexperiencing attention deficit hyperactivity disorder (ADHD). To ensure all students’ needs are met,each lesson includes alterations which cater for the student’s abilities and interests. Through doingso, this ensures that all learners are able to achieve success and meet the intended learningoutcomes stated within the Victorian Curriculum and unit overview. Moreover, inclusive practicesensure “all learners have the opportunity to achieve their best learning outcomes” (Foreman &Arthur-Kelly, 2017, p. 483)RationaleFundamental movement skills are an essential component within Health and Physical Education.Fundamental movement skills act as a foundation for more complex skills students will develop inlater years and allow students to effectively participate in games and activities, both within andoutside the classroom. Moreover, through developing these skills, students are able to “confidently,competently and creatively participate in a range of physical activities” (Victorian Curriculum andAssessment Authority [VCAA], 2019). Consequently, students who do not master these skills duringthe younger years struggle to extend upon and demonstrate more challenging skills and aretherefore less willing to participate in physical activities due to the fear of failure (Department ofEducation, 1996).As a result, to further develop year 3-4 students’ fundamental movement skills, a unit of work thatincorporates athletics skills has been designed. Across the unit, each lesson will focus on a particularskill such as running, jumping, and throwing, with the final lesson incorporating all three of theseaspects. The lessons have been designed in a sequential manner, with each lesson building upon theskills students have developed in the previous lesson. To teach students these skills, a Game SenseApproach has been selected for this unit, which involves students learning through games.Specifically, the teacher identifies the key techniques students will be learning and designs modifiedgames that emphasises these particular movement skills (Pill, 2014). Through a Game SenseApproach, movement techniques are contextualised and allow students to recognise the importanceof these skills (Pill, 2014). Although Game Sense is the main approach utilised throughout this unit,direct teaching is also used at the beginning of lessons to ensure students are aware of the propertechnique and game instructions (Jayantilal & O’Leary, 2017), as well as prevents any injuries fromoccurring.The activities students will participate in have been carefully selected using resources from theDepartment of Education and the Australian Sports Commission to ensure that all activities areappropriately relative to students’ year level, abilities, and interests. In addition to enhancingstudents’ fundamental movement skills, a key component of this unit is group work. Students will beseparated into mixed ability groups and work collaboratively to assist one another, devise strategies,and successfully complete the circuits. Research has found that incorporating group work in physicaleducation brings numerous benefits, which include students engaging in meaningful discussionsabout game strategies, increasing students’ willingness to participate in activities, and developingstudents’ strategic competence (Baker et al., 2015).In regards to the Victorian Curriculum standards, within each lesson the following contentdescriptors are addressed, “practise and refine fundamental movement skills in different movementsituations in indoor, outdoor and aquatic settings (VCHPEM097),” and “adopt inclusive practiceswhen participating in physical activities (VCHPEM102)” (VCAA, 2019). In addition to thesedescriptors, within the first lesson students will strengthen their running abilities by demonstratingacceleration and deceleration, which correlates with “combining the elements of effort, space, time,objects and people when performing movement sequences (VCHPEM101)” (VCAA, 2019). In lessontwo, students will “perform movement sequences which link fundamental movement skills(VCHPEM098)” (VCAA, 2019) by connecting movements through varying jumping techniques. In thefinal lesson, students will “practise and apply movement concepts and strategies (VCHPEM099)”(VCAA, 2019) by combining the skills they have learnt throughout previous lessons to be successfulwhen participating in games. To determine whether students have met the intended learningoutcomes and assess their understanding of particular skills, a range of diagnostic, formative, andsummative assessment strategies will be utilised across lessons. Overview of the unitPE Focus Area: Fundamental Movement Skills(FMS)Level: 3-4Intended learning outcomesAssessment strategiesLESSON 1- RunningBelowHealth and Physical Education / Levels 1 and 2 /Movement and Physical Activity / Moving thebodyPerform fundamental movement skills in differentmovement situations in indoor, outdoor andaquatic settings (VCHPEM080)Elaborations:-Performing locomotor movements using differentbody parts-Performing fundamental movement skillsinvolving controlling objects with equipment anddifferent parts of the bodyHealth and Physical Education / Levels 1 and 2 /Movement and Physical Activity / UnderstandingmovementIncorporate elements of effort, space, time,objects and people in performing simplemovement sequences (VCHPEM084)Elaborations:-Performing movements under, over, through andbetween objects, people and equipmentHealth and Physical Education / Levels 1 and 2 /Movement and Physical Activity / Learningthrough movementUse strategies to work in group situations whenparticipating in physical activities (VCHPEM085)Elaborations:-Working cooperatively with a partner whenpractising new skillsAtHealth and Physical Education/Levels 3 and4/Movement and Physical Activity/Moving thebodyPractise and refine fundamental movement skills indifferent movement situations in indoor, outdoorand aquatic settings (VCHPEM097)Elaborations:– Performing activities where locomotor and objectcontrol skills are combined to complete amovement-Exploring and practising different techniques topropel objects towards a targetBelowBy the end of this lesson,students will be able toperform locomotormovements (running) andobject control skillsseparately. Students willdemonstrate their ability torun through and betweenobjects, people andequipment. Students will beable to effectively cooperatewith another student ontheir team.AtBy the end of this lesson,students will be able toparticipate in activities thatcombine locomotor(running) and object controlskills (practising throwingobjects towards their peers).While running, students willbe able to demonstrate theirability to accelerate anddecelerate. WhenDiagnostic assessment:-Assessed through questioning- studentsasked about their prior knowledge ofrunning and appropriate technique.-Responses written as a classbrainstorm.Formative assessment:-Assessed through observational noteson students running technique, objectcontrol, communication skills, and areasfor improvement.-Verbal feedback provided to students.Summative assessment:-The teacher will view students’recordings and assess students against achecklist, ticking whether students havemet the intended learning outcomes ofthe lesson.-The checklist will determine whetherstudents are working below, at, orabove level. Health and Physical Education/Levels 3 and4/Movement and Physical Activity/UnderstandingmovementCombine the elements of effort, space, time,objects and people when performing movementsequences (VCHPEM101)Elaborations:-Demonstrating acceleration and deceleration ofmovement in physical activitiesHealth and Physical Education/Levels 3 and4/Movement and Physical Activity/Learningthrough movementAdopt inclusive practices when participating inphysical activities (VCHPEM102)Elaborations:-Using cooperative skills to complete a movementtask, such as a partner balance, partner passingstrategy or team strategyAboveHealth and Physical Education / Levels 5 and 6 /Movement and Physical Activity / Moving thebodyPractise specialised movement skills and applythem in different movement situations in indoor,outdoor and aquatic settings (VCHPEM115)Elaborations:– Applying stability and locomotor skills to dodgeand feint in different movement situations– Applying kicking, striking and throwing skills topropel an object and keep it in motionHealth and Physical Education / Levels 5 and 6 /Movement and Physical Activity / UnderstandingmovementManipulate and modify the elements of effort,space, time, objects and people to performmovement sequences (VCHPEM119)Elaborations:-Creating a movement sequence thatdemonstrates variations in flow and levels andinvolves individuals moving together in timeHealth and Physical Education / Levels 5 and 6 /Movement and Physical Activity / Learningthrough movementParticipate positively in groups and teams byencouraging others and negotiating roles andresponsibilities (VCHPEM120)Elaborations:-Using reflective listening when working in smallgroups on movement tasks or challengesparticipating in activities,students will be able toeffectively cooperate withtheir team members.AboveBy the end of this lesson,students will be able tocombine both locomotorand object control skillswhen participating inactivities. Students will beable to participate inrunning activities atdifferent levels, speeds, anddodge in differentdirections. Students willeffectively cooperate withtheir team members anddemonstrate reflectivelistening. LESSON 2- JumpingBelowHealth and Physical Education / Levels 1 and 2 /Movement and Physical Activity / Moving thebodyPerform fundamental movement skills in differentmovement situations in indoor, outdoor andaquatic settings (VCHPEM080)Elaborations:-Performing locomotor movements using differentbody parts-Performing fundamental movement skillsinvolving controlling objects with equipment anddifferent parts of the bodyHealth and Physical Education / Levels 1 and 2 /Movement and Physical Activity / Moving thebodyConstruct and perform imaginative and originalmovement sequences in response to stimuli(VCHPEM081)Elaborations:– Selecting and implementing different movementskills to be successful in a gameHealth and Physical Education / Levels 1 and 2 /Movement and Physical Activity / Learningthrough movementUse strategies to work in group situations whenparticipating in physical activities (VCHPEM085)Elaborations:-Working cooperatively with a partner whenpractising new skillsAtHealth and Physical Education/Levels 3 and4/Movement and Physical Activity/Moving thebodyPractice and refine fundamental movement skillsin different movement situations in indoor,outdoor and aquatic settings (VCHPEM097)BelowBy the end of this lesson,students will be able toperform locomotormovements (jumping) andobject control skillsseparately. Students willsuccessfully participate inactivities by demonstratingdifferent movement skills.When participating inactivities, students will beable to effectively cooperatewith another student ontheir team.AtBy the end of this lesson,students will be able toparticipate in activities thatcombine locomotor(jumping) and object controlskills (practising differenttechniques to throw objectsDiagnostic assessment:-Assessed through questioning- studentsprior knowledge on jumping andappropriate jumping technique.-Students demonstrate prior knowledgeof jumping technique to the class.Formative assessment:-Teacher roams the gym while studentsare completing their circuits.-Teacher observes students’demonstration of appropriate jumpingtechniques when participating in games,as well as team communications.-Teacher asks students questions.-Teacher fills out observational checklist.Summative assessment:-The teacher views photographs ofstudents demonstrating appropriatejumping technique.-Students complete a worksheet wherethey describe what they have learntabout jumping, how they worked as ateam, and will arrange a list describingjumping techniques into the correctorder.-The teacher will collect worksheets anduse these to determine students’understanding of jumping. Elaborations:– Performing activities where locomotor and objectcontrol skills are combined to complete amovement-Exploring and practising different techniques topropel objects towards a targetHealth and Physical Education / Levels 3 and 4 /Movement and Physical Activity / Moving thebodyPerform movement sequences which linkfundamental movement skills (VCHPEM098)Elaborations:-Performing routines incorporating differentjumping techniques and connecting movementsHealth and Physical Education/Levels 3 and4/Movement and Physical Activity/Learningthrough movementAdopt inclusive practices when participating inphysical activities (VCHPEM102)Elaborations:-Using cooperative skills to complete a movementtask, such as a partner balance, partner passingstrategy or team strategyAboveHealth and Physical Education / Levels 5 and 6 /Movement and Physical Activity / Moving thebodyPractise specialised movement skills and applythem in different movement situations in indoor,outdoor and aquatic settings (VCHPEM115)Elaborations:-Applying stability and locomotor skills to dodgeand feint in different movement situations– Applying kicking, striking and throwing skills topropel an object and keep it in motiontowards their peers).Students will be able todemonstrate different typesof jumps and useappropriate technique.When participating inactivities, students will beable to effectively cooperatewith their team members.AboveBy the end of this lesson,students will be able tocombine both locomotor(jumping) and object controlskills when participating inactivities. Students willdemonstrate a variety jumpsand balance skills whenparticipating in activities.Students will effectivelycooperate with their teammembers and demonstratereflective listening. Health and Physical Education / Levels 5 and 6 /Movement and Physical Activity / Moving thebodyDesign and perform a variety of movementsequences (VCHPEM116)Elaborations:– Composing movement sequences includingbalances to travel from point to pointHealth and Physical Education / Levels 5 and 6 /Movement and Physical Activity / Learningthrough movementParticipate positively in groups and teams byencouraging others and negotiating roles andresponsibilities (VCHPEM120)Elaborations:-Using reflective listening when working in smallgroups on movement tasks or challengesLESSON 3- ThrowingBelowHealth and Physical Education / Levels 1 and 2 /Movement and Physical Activity / Moving thebodyPerform fundamental movement skills in differentmovement situations in indoor, outdoor andaquatic settings (VCHPEM080)Elaborations:-Performing locomotor movements using differentbody parts-Performing fundamental movement skillsinvolving controlling objects with equipment anddifferent parts of the bodyHealth and Physical Education / Levels 1 and 2 /Movement and Physical Activity / Moving thebodyCreate and participate in games (VCHPEM082)Elaborations:BelowBy the end of this lesson,students will be able todemonstrate theirknowledge of locomotormovements (running andjumping) and object controlskills (throwing objectstowards targets) byparticipating in activitiesthat utilise both skills.Students will be able tosuccessfully cooperate withanother student on theirteam when participating inthe activities.Diagnostic assessment:-Prior knowledge assessed throughquestioning- what is throwing, what isthe correct throwing technique.-Students questioned on cooperativeskills and the importance for effectiveteamwork.-Responses will be written as abrainstorm.Formative assessment:-Teacher roams the gym and recordsobservational notes on students’throwing technique and ability tocombine skills they have learnt acrossthe lessons.– Teacher takes photographs of studentsdemonstrating skills.Summative assessment:-The teacher refers to observationalnotes and photographs to assessstudents’ ability to meet the intendedlearning outcomes of the unit.-The teacher will assess students’ overallskill development and teamwork skillsusing a rubric. Rubrics will be slightlymodified depending on the levelstudents are performing at. -Participating in games that use a number ofdifferent fundamental movement skillsHealth and Physical Education / Levels 1 and 2 /Movement and Physical Activity / Learningthrough movementUse strategies to work in group situations whenparticipating in physical activities (VCHPEM085)Elaborations:-Working cooperatively with a partner whenpractising new skillsAtHealth and Physical Education/Levels 3 and4/Movement and Physical Activity/Moving thebodyPractise and refine fundamental movement skills indifferent movement situations in indoor, outdoorand aquatic settings (VCHPEM097)Elaborations:– Performing activities where locomotor and objectcontrol skills are combined to complete amovement-Exploring and practising different techniques topropel objects towards a targetHealth and Physical Education / Levels 3 and 4 /Movement and Physical Activity / Moving thebodyPractise and apply movement concepts andstrategies (VCHPEM099)Elaborations:– Planning and performing strategies to besuccessful in tag and dodge games– Demonstrating movement concepts andstrategies to create scoring opportunitiesHealth and Physical Education/Levels 3 and4/Movement and Physical Activity/Learningthrough movementAtBy the end of this lesson,students will be able todemonstrate theirknowledge of locomotor(running and jumping) andobject control skills(throwing objects towardstargets) by participating inactivities that combine both.Throughout these activities,students will be able todemonstrate movementconcepts and strategies andeffectively cooperate withtheir team members.-Students will fill out a student-friendlyrubric on their skill development.Students will receive a modified rubricdepending on the level they areperforming at. Adopt inclusive practices when participating inphysical activities (VCHPEM102)Elaborations:-Using cooperative skills to complete a movementtask, such as a partner balance, partner passingstrategy or team strategyAboveHealth and Physical Education / Levels 5 and 6 /Movement and Physical Activity / Moving thebodyPractise specialised movement skills and applythem in different movement situations in indoor,outdoor and aquatic settings (VCHPEM115)Elaborations:– Applying stability and locomotor skills to dodgeand feint in different movement situations– Applying kicking, striking and throwing skills topropel an object and keep it in motionHealth and Physical Education / Levels 5 and 6 /Movement and Physical Activity / Moving thebodyPropose and apply movement concepts andstrategies (VCHPEM117)Elaborations:– Proposing and applying movement concepts andstrategies to perform movement sequences atdifferent levels using different types of equipmentHealth and Physical Education / Levels 5 and 6 /Movement and Physical Activity / Learningthrough movementParticipate positively in groups and teams byencouraging others and negotiating roles andresponsibilities (VCHPEM120)Elaborations:-Using reflective listening when working in smallgroups on movement tasks or challengesAboveBy the end of this lesson,students will be able tocombine a variety oflocomotor and objectcontrol skills whenparticipating in activities.Students will be able toperform movementsequences at different levelsby applying movementconcepts and strategies.Students will effectivelycooperate with their teammembers and demonstratereflective listening. SCHOOL OF EDUCATIONLESSON PLAN TEMPLATE Name: Brittney Mondello Topic: Athletics- RunningLesson No: 1Subject: Health and Physical Education School: Parkwood Green Primary SchoolDuration: 60 minutesDate: 25/09/2021 Year level: Year 3-4Learning Purpose/Learning Intention/Rationale:We are learning to strengthen our fundamental movement skills by participating in circuits thatdevelop locomotor skills (running).Victorian Curriculum- F-10Health and Physical Education/Levels 3 and 4/Movement and Physical Activity/Moving the bodyPractise and refine fundamental movement skills in different movement situations in indoor,outdoor and aquatic settings (VCHPEM097)Health and Physical Education/Levels 3 and 4/Movement and Physical Activity/UnderstandingmovementCombine the elements of effort, space, time, objects and people when performing movementsequences (VCHPEM101)Health and Physical Education/Levels 3 and 4/Movement and Physical Activity/Learning throughmovementAdopt inclusive practices when participating in physical activities (VCHPEM102)Success Criteria / Learning outcomes:I will be able to participate in activities that combine running and object control skills (VCHPEM097).I will be able to demonstrate appropriate running techniques when running at different paces anddistances (VCHPEM101).I will be able to communicate and cooperate with my team members to create team strategies(VCHPEM102).Assessment:Diagnostic assessment: The teacher will assess students’ prior knowledge through questioning.Responses will be recorded onto the whiteboard in the form of a brainstorm. Students will be askedto explain their understanding of running and running techniques.Formative assessment: Students’ emerging knowledge will be assessed through observation. Theteacher will write observational notes on students’ ability to effectively communicate, their runningtechnique, and any areas for improvement. Feedback will be provided to students.Summative assessment: The teacher will view students’ recordings and assess students against achecklist, ticking whether students have met the intended learning outcomes of the lesson.Procedure: Time foreach stepTeacher activities:Learner activities:5 minutes10 minutes5 minutesEngagement:Warm up- Tail TagThe lesson begins by playing a game of Tail Tag.Each student receives a sash which they will tuckinto the waistband of their shorts. Students areto then run around the gym and try to steal eachother’s sash by grabbing the end of the sash andlightly pulling. If a student has their sash stolenthey will freeze, complete five star jumps(counting out loud) and will automatically beback in the game. Students will attempt to stealtheir sash back, as well as collect as many sashesas possible. After 5 minutes, the student withthe most sashes is the winner.Procedural steps:1. The teacher brings the class into thegym. The teacher informs studentsthat across the next three lessonsthey will be participating in miniathletics circuits that builds upon theirfundamental movement skills. Acrossthe lessons, students will developathletics skills such as running,jumping and throwing. The focus ofthis lesson will be ‘running’.The Learning Intention and Success Criteria isaddressed.The teacher assess students’ prior knowledgeon ‘running’ by asking students the followingquestions:-“What is running?”-“How does our body look when we arerunning?” (movement sequences, runningtechnique)-“Can you think of different types of running?”(prompt students with ideas such as jogging orsprinting)Students’ responses are written onto thewhiteboard in the form of a brainstorm.2. Students are split into three mixedability groups with eight students ineach group. The teacher informsstudents that they will be participatingin a three activity circuit that focusesLearner activities:Students will sit on the oval andlisten to the teacher explain therules of the game. Students willretrieve their sash when instructedto and tuck it into the waistband oftheir P.E uniform. Students willparticipate in the warm up gameand try to steal their peers’ sashwhile also protecting their own.1. Students return their sashesto the teacher and followthe teacher into the gym.Students sit on the floor andlisten to the teacher explainthe athletics unit and theLearning Intention andSuccess Criteria. Studentsrespond to the questionsasked.2. Students follow the teacheras they move between eachcircuit and explain theactivities and rules. Wheninstructed to, students 10 minutesat eachactivity.Total of 30minutesparticipatingin activitieson running. The teacher explains anddemonstrates each activity tostudents. The teacher then hands outa score sheet to each student.3. Activity 1: Cone Relay (for eachrotation, students will place an iPad inan appropriate place and will recordtheir team participating in eachactivity).Students form two teams, with four studentsper team. Half the team stands on one side ofthe gym, while the other half stand acrossfrom them on the other side. On the floorthere are two sets of cones in a zig-zagposition, with each cone one meter apart. Atthe same time, one student from each teampicks up a soft ball and will race each otherthrough the cone relay. Once runners are onemeter apart from their team mate, they willthrow the ball towards their team mate whowill catch the ball and complete the cone relaythemselves and throw the ball to the nextteam mate. The game will continue until allplayers have completed the relay. Studentswill use their iPads to time how long it takeseach team to complete the relay and recordthis in their score sheets. Teams will try andimprove their time each round. The team withthe quickest time is declared the winner.4. Activity 2: Pass and SprintStudents form two teams, with four studentsper team. One group is the ‘running team’ theother group is the ‘throwing team’. Thethrowing team will form a circle and therunning team will stand in a line. The firstperson in the running team is to hold a batonand run in a circle around the throwing teamas fast as they can. They will then pass thebaton onto the next person in their team andthey will complete the relay and so forth.While the running team is running, thethrowing team will throw a ball between eachother. The throwing team will count out loudhow many passes they can make before onestudent finishes the relay. The throwing teamwill try to increase the number of passes foreach student on the running team. Once allstudents from the running team havecompleted the relay, groups will swapmove into their teams.3. Students compete with theopposing team to finish therelay as fast as possible.Students practice anddemonstrate locomotor andobject control skills whencompleting this activity.Students display effectivecommunication betweenthemselves and their teammates.4. Teams will compete witheach other to determinewhich team can run therelay the fastest, while alsohaving the highest numberof ball passes. Students willeffectively communicatewith their team todetermine team strategiesto improve their skills andwin the game. Students willalso demonstrate correctrunning technique. 5 minutespositions. Students will record on their scoresheet how many passes their team made foreach runner and calculate the total. The teamwho makes the highest total passes is declaredthe winner.5. Activity 3: Blast OffStudents form two teams and stand in twolines. One student from each group will act asthe ‘caller’ and will take turns to call outinstructions for the competing teams. Onestudent from each team will compete at thesame time. “Engine is starting” – studentsdemonstrate on the spot slow jog. “Engine is warming” – studentsdemonstrate on the spot fast jog. “Engine is revving loudly” – studentsdemonstrate on the spot high knees. Count down “5, 4, 3, 2, 1” – studentsdemonstrate on the spot high speedrunning on tip toes. “Blast Off” – students pick up a softball and sprint from one end of thegym back to the other end. Whenstudents are one meter away fromthe next person in line, they throw theball to their team mate whilesprinting. The team mate catches theball. (Callers will use their iPads totime how long it takes students tocomplete the sprint).(Department of Education, 1998, p. 34)Students who just competed become the newcallers. Students who were just callers join theback of the line.The game continues until all students havehad a go. Students record their sprinting timein the score sheet. The team who has thefastest sprinter is the winner.6. Cool down: Students come back as awhole class and follow a stretchingYouTube video.https://youtu.be/LHjpGCj0PuM5. Students compete with theopposing team to sprint asfast as they can from oneend of the gym to the other.Students demonstrate andcombine locomotor andobject control skills.Students demonstratevariations of running, suchas slow and fast jogging,high knees, high speedrunning on their tip toes,and sprinting.6. The whole class helps topack away the equipment.Students return to the gymfloor and follow along astretching video displayedon the interactive 5 minutesConclusion: The teacher holds a classdiscussion and asks students:-“What does a good running technique looklike? Did you think about your runningtechnique when completing the activities?”-“Did your team communicate well?”-“What strategies did your team come up withand did these strategies help your team?”whiteboard.Students verbally respond to theteacher’s questions, reflecting onthe lesson and their new knowledge.Teacher’s resources:-Sashes-16 plastic cones-5 soft balls-1 baton-Link to YouTube stretching video https://youtu.be/LHjpGCj0PuM-Whiteboard markers-Laptop-Visual instructions for EAL learner-Whistle-Pens-Timer/WatchCatering for inclusion:-Within this year 3 class, there is an EAL student, Georgia. Prior to starting the lesson, the teacherwill provide Georgia with a mini booklet which explains each activity with simplified instructionsand accompanying images. While the teacher is explain each activity and when participating in theactivity herself, Georgia can refer back to this booklet to assist with understanding the activities.-Georgia will have access to an online bilingual dictionary, if she needs to clarify and words.-Georgia will be placed in a team with a student working above level which will allow Georgia toask this student for help with an activity or explaining the instructions further.-Georgia will be seated in the front row when sitting on the floor, allowing her to hear the teacherclearly.Students’ resources:-P.E uniform-iPads-Grey leadSafety considerations:-The oval, gym, and equipment are all checked for any obstructions or dangers prior to beginning thelesson.-Prior to starting the activities, the teacher demonstrates the correct running technique to ensure allstudents have the correct form, reducing the risk of being injured.-The teacher informs students on the rules and instructions for each activity. -Soft, foam balls will utilised throughout the lesson, making sure the balls are easy to catch and noone is hurt if they get hit.-Each activity is evenly spread out, allowing plenty of space between students.– Students will be required to wear their P.E uniform- t-shirt, shorts, runners, and broadbrim hat (foroutside use). If student are not in the correct uniform, they will not be able to actively participate inthe circuits.Incorporating ICT:-Students use their iPads to record themselves participating in the activities.-Students use their iPads to time how long it takes to complete a movement sequence.-Students follow along to a YouTube video, displayed on the interactive whiteboardIncorporating Numeracy:Students use numeracy skills such as counting their repetitions and passes out loud, calculating howmuch time they have left for each circuit, calculating which team had the fastest time and thedifference between times.Incorporating Literacy:Students participate in class discussions, communicate with their team, verbally call out instructionsExtension activities:To increase the difficulty of the activities and extend students:Cone Relay: After each round, the cones will be moved closer together making the gaps betweeneach cone smaller to run through and dodge.Pass and Sprint: The throwing team will throw a smaller ball making it more challenging to catchthe ball.Blast Off: Students will increase the throwing distance from one meter to two meters or more,depending on their ability.Learning space set-up: The warm up game will be completed outside using a third of the oval.Students will complete the rest of the lesson inside the gym. The gym will be split into thirds,with one activity set up in each third. Students will also have designated seats on the gym floorthat cater for individual learning needs, students will sit facing the whiteboard. SCHOOL OF EDUCATIONLESSON PLAN TEMPLATE Name: Brittney Mondello Topic: Athletics- JumpingLesson No: 2Subject: Health and Physical Education School: Parkwood Green Primary SchoolDuration: 60 minutesDate: 26/09/2021 Year level: Year 3-4Learning Purpose/Learning Intention/Rationale:We are learning to strengthen our fundamental movement skills by participating in activities thatdevelop our locomotor skills (jumping).Victorian Curriculum- F-10Health and Physical Education/Levels 3 and 4/Movement and Physical Activity/Moving the bodyPractise and refine fundamental movement skills in different movement situations in indoor,outdoor and aquatic settings (VCHPEM097)Health and Physical Education/Levels 3 and 4/Movement and Physical Activity/Moving the bodyPerform movement sequences which link fundamental movement skills (VCHPEM098)Health and Physical Education/Levels 3 and 4/Movement and Physical Activity/Learning throughmovementAdopt inclusive practices when participating in physical activities (VCHPEM102)Success Criteria / Learning outcomes:I will be able to combine locomotor skills (jumping) with object control skills (throwing)(VCHPEM097).I will be able to able to participate in activities that involve jumping and demonstrate different typesof jumps (VCHPEM098).I will be able to cooperate with my team members to create team strategies (VCHPEM102).Assessment:Diagnostic assessment: The teacher will question students on what jumping is and the correctjumping technique. The teacher will call upon students to demonstrate the appropriate jumpingtechnique. Formative assessment: While completing their circuits, the teacher will move between each groupand observe students’ jumping technique and team communication. The teacher will ask studentsquestions and record observations in a checklist.Summative assessment: Students will fill out a short worksheet where they describe what they havelearnt, how they worked as a team, and will arrange a list describing jumping techniques into thecorrect order. The teacher will collect students’ worksheets and use these for assessment.Procedure:Time foreach stepTeacher activities:Learner activities:5 minutes10 minutes5 minutesEngagement:Warm up- Leap Frog TiggyAs a whole class, students play a game of LeapFrog Tiggy. The teacher assigns two students to be‘it’ and they will wear a coloured sash. The wholeclass will run around a third of the oval and the ‘it’students will tag as many students as they can. If astudent is tagged they need to kneel on the floorin a tucked position and hold that position untilanother student ‘leap frogs’ over them. The taggedstudent is then automatically back in the game.The game ends after 5 minutes.Procedural steps:1. The whole class moves from the oval intothe gym.The Learning Intention and SuccessCriteria is addressed.The teacher then assess students’ priorknowledge by asking:-“What is jumping?”-“What is the correct jumping technique?”-“Can anyone demonstrate the correctjumping technique for the class?”The teacher will select 1-2 students todemonstrate this in front of the class.2. The teacher informs students they will beparticipating in a three activity circuit thatfocuses on jumping. The teacher explainsand demonstrates the activities tostudents. Students work in the same teamas the previous lesson.3. Activity 1: Sack Relay (When participatingin activities, students will use their iPads totake images of their peers demonstratingLearner activities:Students will sit on the oval andlisten to the teacher explain therules. Students who are ‘it’ willcollect their sash from theteacher. Students willparticipate in Leap Frog Tiggy.1. Students return theirsash to the teacher andsit in their designatedspace on the gym floor.Students will listen tothe teacher andrespond to thequestions. Students willvolunteer todemonstrate jumpingtechniques.2. Students walk with theteacher and they movebetween each activity.Students listen to therules and pay attentionto the demonstrations.3. Students will competewith the opposing team 10 minutesat eachactivity.Total of 30minutesparticipatingin activities.correct jumping techniques)Students divide into two teams, with four studentsper team. Half the team will stand on one side ofthe gym and the other half will stand on theopposite side. Both teams stand in separate lines.At the same time, one student from each teamstands inside a sack and is to jump from one endof the gym to the other. Students will need tojump between cones that are positioned in a zigzag position. Once reaching their team mate,students step out of the sack and the new studentsteps in and completes the relay. Studentscontinue until all members have had a go.Students will use their iPads to time how long ittakes their team to complete the race and recordthis in their score sheet. Students will try to beattheir time each round.4. Activity 2: Beanie JumpStudents split into two teams, with four studentsper team. Teams stand on opposite end of thegym. In the centre of both teams, there will be ahula hoop filled with beanbags. At the same time,one student from each team is to jump (bothteams select the same jumping style) from theirstarting cone to the hula hoop and collect abeanbag. Students will then jump back and whilejumping, throw the beanbag to the next person inline when they are one meter apart. The nextperson in line catches the beanbag and places itinside the plastic bin. If the student fails to catchthe beanbag, this beanbag does not count as apoint. Each beanbag that gets caught and placed inthe bin equals one point. Each round lasts for 3minutes. At the end of each round, teams recordon their score card how many beanbags are intheir bin and calculate the total before it’s time tomove onto the next circuit. The team with thehighest total is declared the winners. For eachround students play, a different jump is selected,for example side jump, jumping with two feet,triple jump.5. Activity 3: Skipping ropesStudents form two teams, with four students ineach team. Each team forms a line. At the sametime, one student from each team walks up to thestarting cone and picks up the skipping rope.Students are to jump over their skipping rope fivetimes in a row, run back to their team, tag the nextperson in line, and join the end of the line. Theto jump as fast as theycan between zig-zagcones. Students willdemonstrate teamwork skills andeffectivelycommunicate withtheir team mates.4. Students practice anddemonstrate differentjumping styles,combining this withthrowing skills.Students compete withthe other team tocollect as manybeanbags as possiblewithin 3 minutes.Students demonstrateeffectivecommunication anddevise game strategies.5. Students compete withthe opposing team tosuccessfully completefive jumps in a row anddo this in a timelymanner. Studentspractice anddemonstrate different 5 minutes5 minutesnext student in line will then jump the rope 5times and so on. If a student fails to complete ajump, they must start counting again from 1. Thefirst team to successfully have all their teammembers complete the skipping rope challenge isdeclared the winner. Student time how long ittakes the whole team to complete the jumpchallenge, record this on their score sheet, and tryto improve their time in the following rounds. Eachround will focus on a different jumping technique,for example jumping with two feet at the sametime, jumping with one foot at a time whilemoving in a circle, jumping forwards andbackwards with two feet.6. Cool down: As a whole class, students helppack away the circuits and will complete aslow paced walk around the gym.Conclusion: The teacher hands out a worksheetfor each student to complete (see Appendix 1) Theworksheet asks students:-What have you learnt about jumping byparticipating in the mini athletics circuit?-Did your team work well together? What workedwell/could you improve for next time?-Place the jumping techniques in the correct orderby numbering each step from 1-5: Balanced landing in a ‘motorbike’ position Keep your eyes facing forwards whenjumping Land on the ground with the front part ofyour feet and bend your knees Forceful thrust of arms and legs into theair Crouch by bending your knees and keepingyour arms behind your bodyDepartment of Education. (1996). FundamentalMotor Skills- A Manual for Classroom Teachers.https://www.education.vic.gov.au/Documents/School/teachers/teachingresources/social/physed/fmsteacher.pdfjumping styles andeffectivelycommunicate betweeneach other.6. Students work togetherto pack up theequipment. Studentswalk around theperimeter of the gymto cool down.Students reflect on theirlearning and demonstrate theirunderstanding by filling out aworksheet. Students hand theworksheet back to the teacheronce they have completed it.Teacher’s resources: -Sashes-WhistleTimer/Watch-Jumping sack-Plastic cones-Hula hoops-Beanbags-Plastic bins-Skipping ropes-Summative assessment worksheet-Observational notes worksheet-Pen-Score sheetCatering for inclusion:-Jacob experiences ASD (Autism Spectrum Disorder) and can become overwhelmed and frustratedwhen he doesn’t understand the task. Before the lesson begins, Jacob will receive a sheet that hassimplified instructions and accompanying images. Jacob will refer to this as the teacher is explainingeach activity.-Jacob tends to shy away from group tasks. The teacher will place Jacob with a student he feelscomfortable with and this will encourage Jacob to participate in the activities and communicate withstudents. The teacher will verbally praise Jacob for his efforts.-For the skipping rope activity, Jacob can practice jumping with a hula hoop while waiting for thisturn. Jacob can choose to use either the skipping rope or hula hoop when competing with the otherteam.Students’ resources:-iPads-Grey lead-P.E uniformSafety considerations: -Prior to beginning the lesson, both the oval and gym will be checked to make sure there are noobstructions or anything dangerous that could harm the students.-Prior to beginning the lesson, all equipment will checked to make sure everything is in goodconditions and safe for use.-Students will be required to wear their P.E uniform- t-shirt, shorts, runners, and broadbrim hat (foroutside use). If student are not in the correct uniform, they will not be able to actively participate inthe circuits.-The warm up game will be completed on the oval, ensuring students have plenty of space to runand jump around and there is nothing to trip on.-Students will be informed on the correct jumping technique, rules, and expectations to ensure allstudents are safely participating in the activities.Incorporating ICT:Students use their iPads to take images of their peers participating in the activities anddemonstrating appropriate techniques, students use their iPads to time how long it takes them tocomplete each activity.Incorporating Numeracy:Students use numeracy skills, such as counting out loud how many jumps they have completed,counting beanbags, recording points and adding points, calculating how much time they have leftbefore moving onto the next round or next circuit activity, calculating which team completed theactivity the fastest and comparing the times between each round.Incorporating Literacy:Students communicate with each other, use spelling and grammar knowledge when filling out theirsummative assessment worksheet, participate in class discussions and respond to questions.Extension activities:To extend students and make the circuits more challenging:-Sack Relay: After each round, the zig-zag cones will be moved closer together making it moredifficult to jump between each cone.-Beanie Jump: Students can throw the beanbag into the bin from a one meter distance, rather thanthrowing to their team mate. Students can also increase the throwing distance to two meters ormore depending of their ability.-Skipping ropes: Students will set a time limit for each jump- e.g. 10 seconds to complete 5 jumps.-Students who finish the summative assessment worksheet early will plan an activity they could useto further extend their jumping skills.Learning space set-up: This warm up game will be completed outside using a third of the oval.Students will return back inside where the rest of lesson will be completed within the gym. The gymwill be split into thirds, with one activity set up in each third. Students will have designated seats onthe gym floor that cater for individual learning needs. SCHOOL OF EDUCATIONLESSON PLAN TEMPLATE Name: Brittney Mondello Topic: Athletics- ThrowingLesson No: 3Subject: Health and Physical Education School: Parkwood Green Primary SchoolDuration: 60 minutesDate: 27/09/2021 Year level: Year 3-4Learning Purpose/Learning Intention/Rationale:We are learning to strengthen our fundamental movement skills by participating in activities thatdevelop our locomotor skills (running and jumping) and ball skills (throwing).Victorian Curriculum- F-10Health and Physical Education/Levels 3 and 4/Movement and Physical Activity/Moving the bodyPractise and refine fundamental movement skills in different movement situations in indoor,outdoor and aquatic settings (VCHPEM097)Health and Physical Education/Levels 3 and 4/Movement and Physical Activity/Moving the bodyPractise and apply movement concepts and strategies (VCHPEM099)Health and Physical Education/Levels 3 and 4/Movement and Physical Activity/Learning throughmovementAdopt inclusive practices when participating in physical activities (VCHPEM102)Success Criteria / Learning outcomes:I will be able to perform activities that combine locomotor (running and jumping) and object controlskills (throwing) (VCHPEM097).I will be able to demonstrate movement strategies and concepts to score points in each activity(VCHPEM099).I will be able to demonstrate teamwork skills when participating in activities (VCHPEM102).Assessment:Diagnostic assessment: The teacher will assess students’ prior knowledge through asking questions.Students will be asked about to describe throwing and the correct throwing technique. Students willalso be asked about cooperative skills and how these are important for effective teamwork.Responses will be written as a brainstorm. Formative assessment: While students are participating in the activities, the teacher will roam theroom and record observational notes on students’ technique and ability to combine skills they havelearnt across the lessons. The teacher will take images of students.Summative assessment: The teacher will utilise the observational notes and images to assessstudents’ ability to meet the intended learning outcomes of the unit. The teacher will assessstudents’ overall skill development and teamwork skills using a rubric.Students will also evaluate the knowledge and skills they have gained, as well as their teamworkskills by filling out a simplified rubric.Procedure:Time foreach stepTeacher activities:Learner activities:5 minutes10 minutesEngagement:Warm up- Catch TagThe lesson beginnings with a game of CatchTag. The teacher assigns three students to be‘it’. The ‘it’ students will wear a differentcoloured sash and hold a beanbag. The rest ofthe class will hold a small foam ball each. Whilerunning around the oval, the ‘it’ students areto throw the beanbag at students’ legs and tryto hit them. If a student is hit, they are tothrow the ball into the air and catch it, whilespelling out loud the colour of the sash thattagged them (red=3 throws, blue=4 throws,green = 5 throws). The student is thenautomatically back in the game. The game willcontinue for 5 minutes.Procedural steps:1. The whole class moves from the ovalinto the gym.The Learning Intention and SuccessCriteria is addressed.The teacher creates a brainstorm onthe whiteboard by asking students:-“What is throwing?”-“What is the correct throwingtechnique?”Students will also be asked abouteffective teamwork:-“What skills are needed for effectiveteamwork?” (Prompt students withideas such as turn-taking,encouragement).Learner activities:Students will sit on the oval andlisten to the teacher explain therules. Students will participate inthe warm up game and try to avoidbeing hit by the taggers. Studentswill practice their spelling,throwing and catching, and runningskills.1. Students follow theteacher into the gym andsit in their designated seatson the floor. Studentslisten to the teacher andshare their priorknowledge by respondingto the questions. 5 minutes10 minutesat eachactivity.Total of 30minutesparticipatingin activities.2. The teacher informs students they willbe participating in the last round ofmini athletics circuits. This lesson willdevelop students’ throwing skills,while also combining running andjumping. The teacher will demonstrateand explain each activity. Students willwork in the same team as the previouslessons.3. Activity 1: Golden ChildStudents form two teams, with four studentsper team. One team is the ‘running team’ theother is the ‘throwing team’. The running teamwill form a line on the perimeter of the gym,the throwing team will form a line in front ofthe basketball ring. Taking turns, students fromthe throwing team will try and shoot thebasketball into the hoop. At the same time,one student from the running team will try torun to as many bases (four total) as they canbefore the throwing team shoots a hoop.While students are running, there will be minihurdles between each base that they mustjump over. Once the ball has gone through thehoop, the throwing team will yell ‘STOP’. Therunning student is to freeze exactly where theyare. The next person from the running teamwill have a turn and so forth. The last studentfrom the running team is the ‘golden child’ andas they run past their teammates who werefrozen, these students will also run with the‘golden child’. The whole team will run as fastas they can past all bases before the throwingteam get the ball in the hoop. Teams will thenswap roles. Each base students run to = 1point, students will record how many basesthey ran to on their score sheet and calculatethe team total. The team with the most pointsis declared the winner.4. Activity 2: Beat the BucketStudents form two teams, with four studentsper team. One team is the ‘throwing team’ theother is the ‘fielding team’. The throwing teamform a line on the perimeter of the gym. Thefielding team spread out in the remainder ofthe gym third. One student from the throwingteam throws three soft balls into the fieldingteam’s area. After the third ball is thrown, the2. Students will walk with theteacher as they movearound the gym andexplain and demonstrateeach activity. Wheninstructed to, studentsmove into their groups.3. Students will competewith the opposing team torun to as many bases aspossible before thethrowing team shoots thebasketball into the hoop.Students will demonstrateknowledge of throwing,jumping and running skills,while also effectivelycommunicating with theirteam and devisingstrategies.4. Students with competewith the opposing team torun to as many bases aspossible before the fieldingteams collects all the ballsand throws them into theplastic bucket. Studentswill demonstrate theirability to run/sprint, throw 5 minutes5 minutesstudent will run/jump to as many bases as theycan (four bases total) before the fielding teamcollect all three balls and throw them into theplastic bucket in the centre. The student willrun to the first base, jump to the second, runto the third and jump to the fourth. When thefielding team has collected the balls they willyell ‘STOP’ and the student will count howmany bases they ran to and record this ontheir score sheet. The student is then ‘out’ forthe rest of the round and joins the back of theline. The balls are set back up and the nextperson in the throwing team line repeats theprocess. Teams will then swap roles. Each basethe student runs to = 1 point, students willcalculate the team total on the score sheet.The team with the most points at the end isthe winner.5. Activity 3: DodgeballStudents split into two teams, with fourstudents per team. Students stand oppositeeach other on either side of the gym. Four softballs are placed in between both groups. Onthe count of three, students are to race to grabthe ball and run back to their teams’ area.Students from each team are to throw theballs at each other, aiming to hit them.Students are to try and dodge the ball. If astudent is hit, they will complete five starjumps (counting out loud) and willautomatically be back in the game. Each roundwill last for 5 minutes, however during the lastminute, if a student is hit they areautomatically out (one student will set up theiriPad so students from both teams can keeptrack of the time). Once the 5 minutes haveended, the team with the most players left isdeclared the winner. Students will record thewinner on their score sheet. Students will thenstudents will swap sides and complete anotherround.6. Cool down: Students follow along to aYouTube stretching videohttps://youtu.be/LHjpGCj0PuMConclusion: The teacher will hold a classdiscussion and ask students:and jump. Students willdemonstrate teamworkskills.5. Teams will compete to ‘hit’each other will thedodgeballs. Students willdemonstrate slidestepping, jumping, running,dodging and throwing.Students will demonstrateteamwork skills.6. Students will help to packaway the equipment.Students will then cooldown their bodies byfollowing a stretchingroutine.Students participate in theclass discussion. Students -“Did you enjoy participating in the miniathletics circuits? Which activity did you enjoythe most?”Students will then each receive a mini rubricwhich they will use to self-evaluate the newknowledge and skills they have developed aswell as their ability to work effectively as ateam.self-evaluate theirperformance and the newskills they have developedacross the three lessons byfilling out a rubric.Teacher’s resources:-Soft foam balls-Whiteboard markers-Laptop-Link to YouTube video https://youtu.be/LHjpGCj0PuM-Score sheets-Coloured sashes-3 beanbags-iPad/Phone to take images-Mini hurdles-Cones (act as bases)-Whistle-Pens-Timer/WatchCatering for inclusion:-Xavier experiences ADHD, therefore he finds it difficult to sit still and tends to become distractedand distract himself and others. The teacher will include Xavier within the lesson as much aspossible, such as selecting him to be ‘it’ during Catch Tag, allowing him to run around and activelyparticipate.-Xavier will be asked to help demonstrate each of the activities. This will assist him with stayingfocused, as well as thoroughly understand each activity.-Xavier will be provided with ‘brain breaks’ when necessary and fidget toys will be available.-When sitting on the floor, Xavier will be seated in the front row near the teacher to assist him withstaying focused.Students’ resources: -P.E uniform-iPads-Grey leadSafety considerations:-Prior to beginning the lesson, the oval, gym, and equipment are all checked to make sure they aresafe for students to use.– Students will be required to wear their P.E uniform- t-shirt, shorts, runners, and broadbrim hat (foroutside use). If student are not in the correct uniform, they will not be able to actively participate inthe circuits.-Students are informed on the rules prior to starting the activities and are shown the correctthrowing technique to make sure no one becomes injured.-Soft foam balls are used to make sure no one is hit hard with the balls. During dodgeball studentsare to throw the ball with appropriate force to make sure the impact doesn’t hurt another student.-All activities are evenly spaced out, making sure there is plenty of room between students.-iPads are placed against the wall to make sure no one trips over them or they are hit by equipment.Incorporating ICT:-Students will use their iPads to keep track of the time for particular activities.-Students will follow along to a YouTube stretching video playing on the interactive whiteboard.-The teacher will take images of students using their iPad.Incorporating Numeracy:Students use numeracy skills such as counting out loud, counting down, recording and adding pointstogether, and keeping track of the time and determining how long they have left.Incorporating Literacy:Students communicate with each other, participate in class discussions, answer questions, read andfill out the rubric, and spell out colours.Extension activities:To extend students and make the circuits more challenging:-Golden Child: Students will move backwards and throw the basketball from a further distance.-Beat the Bucket: The running/jumping distance between each base is increased making it harder forstudents to run to a base before the fielding team collect all the balls.-Dodgeball: Students will throw smaller soft balls making it harder to hit the other team.Additionally, a rule will be introduced where students from opposing teams need to be a particulardistance from each other before they can throw the ball, making it harder to hit students. -Student will finish the self-evaluation rubric early will create a list of running sports, jumping sports,and throwing sports that are likely to be used in an athletics carnival and sports that combine eithertwo or three of these movement skills.Learning space set-up: The warm up game will be completed outside using a third of the oval. Therest of the lesson will be completed inside the gym. The gym will be split into thirds, with oneactivity set up in each third. Students will have designated seats on the gym floor that cater forindividual learning needs, students will sit facing the whiteboard. Appendix 1: Summative Assessment- Jumping WorksheetName: __________________________ Date: _____________________________Question 1:What have you learnt about jumping by participating in the mini athletics circuit?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Question 2:Did your team work well together?______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________What worked well and what could you improve for next time?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Question 3:Place the jumping techniques in the correct order by numbering each step from 1-5:___ Balanced landing in a ‘motorbike’ position___ Keep your eyes facing forwards when jumping___ Land on the ground with the front part of your feet and bend your knees___ Forceful thrust of arms and legs into the air___ Crouch by bending your knees and keeping your arms behind your bodyReferencesAustralian Curriculum, Assessment and Reporting Authority. (2021). Health and Physical Education.https://www.australiancurriculum.edu.au/f-10-curriculum/health-and-physical-education/Australian Sports Commission. (2014). Athletics Play. https://www.peai.org/wpcontent/uploads/2014/04/Athletics-Play-Manual.pdfBaker, D., Quennerstedt, M., & Annerstedt, C. (2015). Learning through group work in physicaleducation: a symbolic interactionist approach. Sport, Education and Society, 20(5), 604-623.https://doi-org.ez.library.latrobe.edu.au/10.1080/13573322.2014.962493Department of Education. (1998). Fundamental Motor Skills- An Activities Resource for ClassroomTeachers.https://www.education.vic.gov.au/Documents/school/teachers/teachingresources/social/physed/fmsactresource09.pdfDepartment of Education. (1996). Fundamental Motor Skills- A Manual for Classroom Teachers.https://www.education.vic.gov.au/Documents/school/teachers/teachingresources/social/physed/fmsteacher.pdfForeman, P., & Arthur-Kelly, M. (2017). Inclusion in Action. Cengage Australia.Jayantilal, K., & O’Leary, N. (2017). (Reinforcing) factors influencing a physical education teacher’suse of the direct instruction model teaching games. European Physical Education Review,23(4), 392-411. https://doi-org.ez.library.latrobe.edu.au/10.1177/1356336X16652081PhysEd Focus. (2020, September 20). PhysEd Focus: Balance/Stretch Cool Down [Video]. YouTube.https://youtu.be/LHjpGCj0PuMPill, S. (2014). An appreciative inquiry exploring game sense teaching in physical education. Sport,Education and Society, 21(2), 279-297. https://doiorg.ez.library.latrobe.edu.au/10.1080/13573322.2014.912624Victorian Curriculum and Assessment Authority. (2019). Victorian Curriculum Foundation-10.https://victoriancurriculum.vcaa.vic.edu.au/
