Year 1 and 2


Term 4:

Throwing and Fielding Games:

  • To learn about the nature of throwing and fielding games, and deciding which they prefer – throwing or fielding.
  • To learn to cooperate with others when creating new ‘casual’ games
  • To learn to apply different skills to different game situations.
  • To increase competence in skill and game play.
  • To know how to play the various roles in throwing and fielding games
  • To know the rules of our modified games and how to apply them.

Chasing and Evading Games:

  • To learn how to play different games and to decide which are their favourites and why.
  • To create their own chasey games to play with friends.
  • To recognize the different roles in chasing games.
  • To apply teaching points and tips to their own performances in races and relays.
  • To understand how exercise affects their bodies, and deal with winning and losing.
  • To learn, follow and recall rules for our games
Wall ball – a net game with skills and concepts that transfer over to striking and fielding games.


‘The huddle’ – plotting their opponents’ downfall.
Over-arm throw
Runners and rollers


Over-arm throw

Term 3:

  • Gym Fun – rolls, body management, static balances, partner movement challenges
  • Races and relays – students develop an understanding of what is required for a fair race and what is a relay race.
  • Practicing of sprints, middle distance events, a variety of loco-motor activities.
  • Carnival Preparation – understanding winning and losing, being a good sport.
  • Wet weather activities – tabloid sports, gym fun, skill testers, circus tricks.

Why athletics? Students:

  • Learn about their own strengths and interests in deciding favourite activities.
  • Learn how to create and conduct fair races and relays when playing without adult supervision.
  • Make improvements to running technique, and use tips and strategies when in races and relays.
  • Learn to control pace and breathing for increased distances.
  • Understand the body’s changes and what they mean.
  • Learn the rules and procedures for races and relays
Flag relay practice.




Term 2:

A) Big Ball Games


  • Development of physical skills – object control
  • Introduction to ball games.
  • Spatial awareness – room to move.
  • Introduction to partner work/sharing.
  • Introduction to soccer and football rules
  • Appreciation of winning and losing.


Lesson Activities:

Dribbling, passing, catching, shooting, defending, using space.

Foot dribbling, foot passing, kicking, punting, kicking at targets/goals.


B) Small Games

  • To choose the best type of throw for the game situation.
  • Learning the importance of balance and force when throwing.
  • To adapt activities so they suit our interest and skill level.
  • To use our imagination and to discover new ways to engage in play.


Lesson Activities:

Tabloid stations, underarm and overarm throwing at targets, rolling at targets.

Students create their own target game and play with a partner.

Games similar to Bocce.

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Term 1

Chasing and Evasion games:

Why chasing and evasion?

  • Skill development – chasing, dodging, finding space, closing space
  • Creating simple games to use when playing
  • Accepting winning and losing, adhering to rules.
  • How play is a way of getting exercise, and why exercise is good for us
Spreading out – ready to chase!

Fundamental Movement Skills:

Why Fundamental Movement Skills and Gross Motor Skills?

  • -To choose the best option for the game situation.
  • -Learning the importance of balance, momentum and force.
  • -To learn to manage our bodies during physical activity.
  • -To adapt activities so they suit our interest and skill level for optimum stimulation and challenge.
  • -increased skill for competent performance
Under-arm throwing


Over-arm throwing, and stepping with the correct foot.
Target practice – rolling.

2017 Term One Overview:

Fundamental Movement Skills Unit

What is being taught? (Inquiry):

  • What is the best way to send objects for the best results?
  • Why do we use a stepping foot in many physical activities?
  • How does the body react to physical activity?
  • What are the benefits of making up your own rules in new games?
  • What role does the brain play in improving your performance?

Why is this being taught? (Rationale)

  • To choose the best option for the game situation.
  • Learning the importance of balance, momentum and force.
  • To learn to manage our bodies during physical activity.
  • To adapt activities so they suit our interest and skill level.
  • increased skill for competent performance

Specific Skills:

  • Check balance, hop, side step, gallop, skip, jump and leap.
  • Hoop roll
  • under-arm roll with tennis ball
  • rope skipping
  • cooperation in pairs, group and whole class activities
  • adherence to rules, instructions and procedures

Chasing and Evasion Games Unit

What is being taught? (Inquiry)?

  • What happens in a chasey game?
  • What do we need to play a chasey game?
  • What skills are used in these games?
  • How can we change/relax rules to make these games fun and fair?

Why is this being taught (Rationale)?

  • To understand how to play these games.
  • To know how to set up and start a chasey game.
  • To create their own chasey game.
  • To allow all students to join in.


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