Yr 3 and 4

Term 3:

 

  • Gym Fun – rolls, handstands, cartwheels etc

 

  • Athletics – sprints, middle distance events, cross country, long jump, turbo-jav, shot put (yr 4)
  • Focus on cooperation when working in small groups
  • Students identify their own strengths and challenges
  • Students develop skills in timing and measuring athletics events.
  • Carnival preparation – event trials, novelty events, team relays
  • Wet weather activites – badminton, ‘boxercise’, yoga, gymnastic challenges
  • Goal setting and monitoring

Why athletics? Students:

  • Discover their own strengths and challenges.
  • Develop a warm up habit.
  • Understand how technology is used for coaching and reflection
  • Develop sound technique.
  • Develop an understanding of what PBs are and how they are used.
  • Learn rules and safety procedures for athletics events

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Term 2

A) Field Invasion Games

 

  • Skills and concepts transfer to other sports.
  • To increase the skills and knowledge for confident participation.
  • Development of spatial awareness.
  • Safety awareness.
  • Illustrate why skills and rules need to be modified in certain situations.

 

Lesson Activities:

Small Sided Grid Games – 3v3, 4v4, keepy-off games with simplified rules, Introduce goals/scoring, Introduce rules

Skill drills:  – 3 v 3 handpass/push over the line, Pick-ups, stationary kick, kick on the run, snap kicks, marks, handball

  • Pass- trap, drag-trap, – at target.

Dog and Bone Aussie Rules and Minkey, Whole class – use for ‘Game Freeze’ teachable moments.

  • Start with ball for each team (like a training drill), Then down to one ball (therefore: attackers and defenders)
  • Match abilities, Discuss scoring, winning, losing, sportsmanship and shaking hands.

 

B) Target Games

  • To understand how to play target games (eg bocce, bowls, darts etc).
  • Explore alternative activities to suit interests, abilities, and fitness.
  • To practice creating new games.

Lesson Activities:

Set up stations of target games

 

  • Play a TG tournament.

 

‘Mystery Target Games –

bundles of equipment for students to work out how to make a TG out of it.

Design a new target game and demonstrate it.

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A variety of target games.

  IMG_9780IMG_9778

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Dog and bone hockey

 IMG_9362

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Soccer skill drills – kicking, trapping and passing.

Term 1:

Court Invasion Games

Why Court Invasion Games?

  • Game appreciation – what skills are involved, why people choose these activities
  • Skill development for competent participation
  • Development of game-sense that can be transferred to other sports.
  • Exploring ways to modify rules for increased participation

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Passing, catching, movement, pivots, jump-stops.

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Dribbling, shooting, shooting games and shoot-arounds.

Net Games:

Why net games?

  • Students develop skills and knowledge for competent play.
  • Students identify the skills, rules and tactics that transfer between net games.
  • Students discover ways of modifying rules and playing conditions to suit abilities and include others.
  • Students identify their strengths, weaknesses and interests with regard to net games.

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Modified volleyball.

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2017 Term One Overview:

Net Games Unit:

What is being taught? (Inquiry)

  • What skills are required for net games?
  • What are the ‘big’ strategies in net games?
  • What are the similarities and differences between net games?
  • What rules can be relaxed or changed so that games are fair and fun?

Why is this being taught (Rationale)?

  • To know what we individually need to practice to play competently?
  • To know how to maximise our effectiveness in net games.
  • To know that skills transfer between similar games.
  • To know how to play fun and fair games independent of adult help.

Specific Skills:

  • Commence a rally with a serve in either volleyball, tennis or badminton
  • catch a ball in volleyball drills
  • perform a forehand in either tennis or badminton
  • observe court movement in drills or games
  • Reflection – inclusion and cooperation
  • reflection – modifying existing rules and scoring for inclusion and fair play.

Court Invasion Games Unit:

What is being taught? (Inquiry)

  • What skills, concepts and strategies are common to all court invasion games?
  • What is the importance of exercise in our lives?
  • What options do we have when sending and receiving an object?
  • How can game situations be modified so that everyone can be included?
  • How can a game be played fairly when there is no official umpire to help?

Why is this being taught (Rationale)?

  • To realize that skills are transferrable between games.
  • Find simple and fun ways of getting exercise everyday.
  • To make the best choices when sending and receiving objects in games.
  • To include everyone so that all can benefit.
  • To learn independence, collaboration and communication to play fairly

Specific Skills

  • Observe ball handling – pass, catch.
  • Test ball handling – shoot, dribble.
  • Observe court movement in drills and gameplay
  • Observe cooperation in pairs, group and whole class activities
  • Observe adherence to rules, instructions and procedures
  • Reflection – discuss and retell benefits of physical activity

2016:

Semester 2

Yr 3/4

Striking and Fielding (via cricket and t-ball)

Skills and concepts include batting, bowling, fielding, base-running, base catching, wicket keeping, scoring and understanding game rules and processes.

*To make informed decisions about what they do and don’t like about tee ball and cricket.

*To be able to create own mini games for ‘casual’ play.

*To be able to make self assessments regarding their strengths and weaknesses

*To practice teaching points and make improvements in skill.

*To show understanding of  game concepts and strategies

*To participate competently by understanding game procedures and rules.

Invasion style games (via soccer and ‘handball’)

Skills and concepts include kicking, trapping, striking, passing, goal keeping, throw-ins , using and defending space and understanding game rules and processes.

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‘Wall Ball’ – one of our favourite games.

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Students are often given time to ‘huddle up’ to strategise and plan.

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Hot/wet weather is a good opportunity to play some table tennis and badminton

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Term 3:

Yr 3/4

  • Athletics – sprints, middle distance events, cross country, long jump, turbo-jav, shot put (yr 4)
  • Focus on cooperation when working in small groups
  • Students identify their own strengths and challenges
  • Students develop skills in timing and measuring athletics events.
  • Carnival preparation – event trials, novelty events, team relays
  • Wet weather activiites – badminton, ‘boxercise’, yoga, gymnastic challenges
  • Goal setting and monitoring

Why athletics? Students:

  • Discover their own strengths and challenges.
  • Develop a warm up habit.
  • Understand how technology is used for coaching and reflection
  • Develop sound technique.
  • Develop an understanding of what PBs are and how they are used.
  • Learn rules and safety procedures for athletics events

img_7667 IMG_7576.JPG

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IMG_7555.JPG IMG_7564.JPG

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Cross Country 2016

Term 2

Why Field Invasion Games?

  • Skills and concepts transfer to other sports.
  • To increase the skills and knowledge for confident participation.
  • Development of spatial awareness.
  • Safety awareness.
  • Illustrate why skills and rules need to be modified in certain situations.
  • Attempt to make quick choices when they have with the ball.
  • Lead into space.
  • Make suggestions on how we can ensure we play safely.
  • Make suggestions on how we can modify rules so everybody can take part.

IMG_3047  IMG_3193IMG_3640  IMG_3483IMG_3214  IMG_2900

Why Target Games?

  • To understand how to play target games (eg bocce, bowls, darts etc).
  • Explore alternative activities to suit interests, abilities, and fitness.
  • To practice creating new games.
  • Explain what happens in a target game.
  • Explain what  is needed to play fairly.
  • Suggest different ways to score in a target game.

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More pics from Term 2:

2016: Term 1

Court Invasion Games Unit

Netball and basketball are sports that require similar skills, like passing, catching, shooting, defending and leading in to space. We practice the skills, learn about strategies to keep the ball and defend our opponents.

One of our favourite activities is to run skills tests on our friends, like timing a ‘speed dribble’ or counting the number of baskets in 60 seconds.

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There was plenty of time for game-play and skill drills. A big focus was learning to find new space to lead in to, to create passing options for team mates.

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In our net-games unit we explored tennis, volleyball and badminton. All these sports have similarities and differences. We learnt how to modify the rules for each so they were easier to play.

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 Term 1 Overview:

Net Games Unit:

What is being taught? (Inquiry)

  • What skills are required for net games?
  • What are the ‘big’ strategies in net games?
  • What are the similarities and differences between net games?
  • What rules can be relaxed or changed so that games are fair and fun?

Why is this being taught (Rationale)?

  • To know what we individually need to practice to play competently?
  • To know how to maximise our effectiveness in net games.
  • To know that skills transfer between similar games.
  • To know how to play fun and fair games independent of adult help.

Specific Skills:

  • Commence a rally with a serve in either volleyball, tennis or badminton
  • catch a ball in volleyball drills
  • perform a forehand in either tennis or badminton
  • observe court movement in drills or games
  • Reflection – inclusion and cooperation
  • reflection – modifying existing rules and scoring for inclusion and fair play.

Court Invasion Games Unit:

What is being taught? (Inquiry)

  • What skills, concepts and strategies are common to all court invasion games?
  • What is the importance of exercise in our lives?
  • What options do we have when sending and receiving an object?
  • How can game situations be modified so that everyone can be included?
  • How can a game be played fairly when there is no official umpire to help?

Why is this being taught (Rationale)?

  • To realize that skills are transferrable between games.
  • Find simple and fun ways of getting exercise everyday.
  • To make the best choices when sending and receiving objects in games.
  • To include everyone so that all can benefit.
  • To learn independence, collaboration and communication to play fairly

Specific Skills

  • Observe ball handling – pass, catch.
  • Test ball handling – shoot, dribble.
  • Observe court movement in drills and gameplay
  • Observe cooperation in pairs, group and whole class activities
  • Observe adherence to rules, instructions and procedures
  • Reflection – discuss and retell benefits of physical activity

IMG_7576.JPGIMG_7555.JPG

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