Yr 3 and 4

Term 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 ‘grip ball’)

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

The huddle.
Wall Ball

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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measuring throws in turbo-jav



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.


Dog and bone hockey


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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


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


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.



Modified volleyball.


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


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