Year 1 and 2

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

 

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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
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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
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Under-arm throwing

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Over-arm throwing, and stepping with the correct foot.
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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.

2016:

Semester 2:

Yr 1/2

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

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When it’s too hot outside we come in to play table tennis and other games.
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‘Wall Ball’ – a net game (without a net).

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One of our favourites – ‘Bucketball’ – an introduction to throwing and fielding games.

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The huddle – teams planning and plotting.
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‘Runners and Rollers’ –  a game of evasion and under-arm rolling.

Term 3:

Yr 1/2

  • 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

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IMG_7960.JPG   IMG_7987.JPG

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Term 2

Why 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.

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IMG_2433  IMG_2505

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Why 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.

IMG_4065  IMG_3384

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Skipping.

Term 1

In our chasey games unit we learned how to play a variety of chasey games, such as tails, scarecrow, crabs and crayfish, circle chasey, fox and geese and robot chasey. We have had many discussions about the many ways we keep safe from the chasers such as dodging, hiding, sneaking and positioning ourselves so we can watch for ‘danger’. We practice talking to the class about our ideas and strategies. We have also created some of our own chasey games by discussing rules and roles with our group members.

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Fundamental Movement Skills (FMS)

We have played with hoops, bean bags, skipping ropes, tennis balls and large balls to copy and create our own tricks and skill challenges, incorporating skills such as rolling, throwing, skipping, dodging, tracking balancing and more.

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 Term 1 Overview

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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