Health and Physical Education Unit Plan

Year Level: 6/7 No. of Lessons: 4 and one wet weather

plan
Topic: Indigenous and Cooperative Games (Yulunga games)

Physical:
Student Outcomes Students will:
- Exhibit the techniques of throwing, catching, running and dodging
- Develop and demonstrate the ability to throw accurately
- Develop and demonstrate gross motor and locomotor skills to play
cooperatively with others throughout the lessons
Cognitive/ Knowledge:
Students will:
- Learn and understand the rules and structures of the different games
played
- Explain why, when, where and how the Indigenous games were
played and by whom
- Develop and demonstrate game sense through applying the rules and
making appropriate game decisions that benefits themselves and/or
their team in the games played
- Show good listening and watching skills while others are
talking/demonstrating
Behavioural, Social and Personal Responsibility:
Students will:
- Respect and appreciate the ability of other students and will
appropriately modify ball release to suit the intended receiver
- Follow instructions given by the teacher ensuring they do what has
been asked of them
- Work collaboratively with their classmates through being
encouraging, helpful and listening to others ideas
- Scan for safety ensuring that themselves and others are safe
Affective / Emotional:
Students will:
- Develop a sound understanding and appreciation of the Indigenous
games, culture and language explored
- Develop resilience by persisting and working to achieve and overcome
challenges
- Participate with a positive attitude
- Understand fair play through being honest during the games and
displaying good sportsmanship skills
Year 6:
ACARA
Physical Education Health
Strand: Strand:
Movement and Physical Activity Personal, Social and Community
Sub-strand: Health
Moving our body Sub-strand:
Content Descriptors and Code: Being healthy, safe and active
- Practise specialised Content Descriptors and Code:
movement - Examine how identities are
skills and apply them in a influenced by people and
variety of movement places (ACPPS051)
sequences and
situations (ACPMP061)
- Propose
and apply movement
concepts and strategies with
 and without
equipment (ACPMP063)
Sub-strand:
Understanding movement
Content Descriptors and Code:
- Manipulate and modify
elements of effort, space,
time, objects and people
to perform movement
sequences (ACPMP065)
- Participate in physical
activities from their own and
others’ cultures,
and examine how
involvement
creates community connectio
ns and intercultural
understanding (ACPMP066)
Sub-strand:
Learning through movement
Content Descriptors and Code:
- Participate positively in
groups and teams by
encouraging others and
negotiating roles and
responsibilities (ACPMP067)
- Demonstrate ethical
behaviour and fair play that
aligns with rules when
participating in a range of
physical
activities (ACPMP069)
 Year 7:
ACARA Physical Education
Strand:
Movement and Physical Activity
Sub-strand:
Moving our body
Content Descriptors and Code:
-  Practise, apply and transfer movement concepts and strategies with
and without equipment (ACPMP082)
Sub-strand:
Understanding movement
Content Descriptors and Code:
- Demonstrate and explain how the elements of effort, space, time,
objects and people can enhance movement sequences (ACPMP084)
- Participate in and investigate cultural and historical significance of a
range of physical activities (ACPMP085)
Sub-strand:
Learning through movement
Content Descriptors and Code:
- Practise and apply personal and social skills when undertaking a range
of roles in physical activities (ACPMP086)
- Modify rules and scoring systems to allow for fair play, safety and
inclusive participation (ACPMP088)
Achievement Standard for Year 6’s:
ACARA By the end of Year 6, students investigate developmental changes
and transitions. They explain the influence of people and places on identities.
They recognise the influence of emotions on behaviours and discuss factors
that influence how people interact. They describe their own and others’
contributions to health, physical activity, safety and wellbeing.
They describe the key features of health-related fitness and the significance
of physical activity participation to health and wellbeing.
They examine how physical activity, celebrating diversity and connecting to
the environment support community wellbeing and cultural understanding.
Students demonstrate fair play and skills to work collaboratively.
They access and interpret health information and apply decision-making and
problem-solving skills to enhance their own and
others’ health, safety and wellbeing. They perform specialised movement
skills and sequences and propose and combine movement concepts and
strategies to achieve movement outcomes and solve movement challenges.
They apply the elements of movement when composing and performing
movement sequences.

Achievement Standard for Year 7’s:

By the end of Year 8, students evaluate strategies and resources to manage
changes and transitions and investigate their impact on identities.
Students evaluate the impact on wellbeing of relationships and
valuing diversity. They analyse factors that influence emotional responses.
They investigate strategies and practices that enhance their own, others’
and community health, safety and wellbeing.
They investigate and apply movement concepts and select strategies to
achieve movement and fitness outcomes. They examine the cultural and
historical significance of physical activities and examine how connecting to
the environment can enhance health and wellbeing.
Students apply personal and social skills to establish and maintain respectful
relationships and promote safety, fair play and inclusivity.
They demonstrate skills to make informed decisions, and propose and
implement actions that promote their own and
others’ health, safety and wellbeing. Students demonstrate control and
accuracy when performing specialised movement sequences and skills.
They apply movement concepts and refine strategies to suit different
movement situations. They apply the elements of
movement to compose and perform movement sequences.
 General Capabilities
ACARA - Ethical Understanding: students will treat each other with respect,
fairness and compassion, valuing the diversity which may be present
within the class.
- Intercultural Understanding: all of the activities/games to be played
during the unit are of the Indigenous culture where students will learn
to appreciate that differences in beliefs and perspectives affect how
people participate in physical activities. Students will also gain
understanding of what is valued in terms of physical activity within
other cultures.
- Personal and Social Capability: students will work collaboratively in
all activities/games where students will develop an awareness and
appreciation of their own and others’ strength and abilities. Students
will develop and range of interpersonal skills such as communication,
teamwork and leadership.
- Literacy: students will be introduced to and will become familiar with
specific terminology related to the activities/games as well as a bit of
the Kaurna language, will use appropriate language to communicate
with others respectfully as well as to express themselves and their
ideas/opinions and will develop skills to understand explanations and
demonstrations given to aid activities.
- Numeracy: students will use their counting skills to keep track of
scores/points as well as to count successful passes in a range of
games, for example, Bowitgee. Students will also use spatial reasoning
in movement activities, such as Buroinjin.
Cross Curricular Perspectives:
ACARA - Aboriginal and Torres Strait Islander Histories and Cultures
Student Diversity:
ACARA - English as a second language
- Gifted and talented students
- Students with additional needs
To cater for the above diversities, the following will be implemented:
demonstrations, visual aids, working in the first language of students to form
common ground, extension activities.

*The allocated students for this lab-school experience did not display any of
the above diverse needs. The group of students was comprised of four girls
and eight boys where there were differences in stages of physical and
maturity development as well technical ability with some students being
more able than others, however, this was the extent of the diversities.
The Yulunga: Traditional Indigenous Games resource was used to inform the
Activity/Topic Analysis planning of this physical education unit with the intention that it would
provide both teachers and students with a greater understanding of
List of activities: Indigenous culture. Furthermore, a number of the sports and games we enjoy
Lesson 1: today have originated and evolved from traditional Indigenous games.
 Emu
 Buroinjin The games to be played throughout this unit are listed in the left hand
 Bowitgee column. It is our hope that the students enjoy these games and will
appreciate the exposure to traditional Indigenous games. These games will
Lesson 2: culminate into a Tabloid event at the end of this unit. There are a number of
 Edor movement forms present within each game throughout the duration of the
 Pulyugge unit but there are key movement forms which are present throughout each
 Chuboochuboo game.
Lesson 3: The games/activities included within this unit plan have an emphasis on
 Kungirruna developing the students’ technical abilities in throwing, catching, running and
 Gorri dodging. Each game/activity also has an emphasis on the students’ game
 Kolap sense and tactics specific to the different games/activities. The
games/activities chosen for this unit plan involve partner and team work
Lesson 4: which will help students explore group dynamics developing team building
Tabloid Event of: characteristics. The game/activities within this unit plan to be played by
 Koolchee students will also help them work on their verbal and non-verbal
 Mer Kolap communication. Other aspects to be developed through these
 Kai Wed games/activities throughout the four weeks are cooperation, fair
play/sportsmanship skills and respect for other students ability levels.

This unit plan will assist students in developing their awareness and
understanding of the Indigenous Culture as students will explore and
understand the background of each game as well as discussing why
Indigenous people may have played these games, who might have played
them, where they would have been played and what the game’s purpose is.
It will be important to gauge students’ prior knowledge of Indigenous games
in order to build on and further this knowledge appropriately. Furthermore,
cultural awareness will be developed through asking students questions that
will draw parallels to their own and others culture, providing students with
the opportunity to share their own stories/experiences and we, as teachers,
having knowledge and an understanding of our own culture as well as our
students’ culture.

It will be important that we present ourselves as approachable and that we

are flexible/adaptable to the students and situations of varying
circumstances. Furthermore, it will be vital that we have the empathy to put
ourselves in our students’ shoes. Communication and teaching styles will
need to be adapted to suit the students. Furthermore, our use of language
and the vocabulary used will need to be appropriate to our students and
context.

Throughout this unit we will be implementing and practicing culturally

responsive pedagogy; the principles to be applied will be culturally mediated
instruction, student-centred instruction and communicating high
expectations. To apply culturally mediated instruction we will be playing
culturally based games and using Kaurna language throughout the unit.
Student centred instruction will be achieved through allowing the students to
set up games, run games/activities and involving them in the
modifications/progressions of the games. We will also be communicating
high expectations by clearly stating what we expect in regards to
participation and behaviour, and what we will be assessing them on.
Specific skills, Knowledge,
Understandings to be
developed through the topic
Assessment
Resources
What MUST you teach this particular group of students?
 Cultural background and, therefore, cultural awareness of the games
played
 The rules of the games
 Throwing and catching skills
 Passing and receiving skills
 Evasion skills
 Establishing and maintain expectations of the students to ensure that
the class environment is one that is safe and respectful
 Cooperation and teamwork skills through the games to be played, for
example, Buroinjin and Bowitgee
 Fair play and sportsmanship skills through the games to be played, for
example, Gorri and Chuboochuboo
What SHOULD you teach this particular group of students?
 Developing spatial awareness
 Game sense and tactics that can be implemented for the different
games/activities
 Verbal and non-verbal communication that can be used during the
games
 Negotiation skills that can be implemented if and when conflict or
disagreements during games arise
 Review the key cues of throwing, catching and dodging to ensure that
all students are confident in what they are doing and that they can
experience feelings of success
 Kaurna language
What COULD you teach this particular group of students?
 Variations of the activities/games
 Other Indigenous games from around the world
 How to reflect and self-evaluate
 Small group reflections/debriefs of the game played
 Students could teach these or other Indigenous games to younger
year levels
 Identifying students’ prior knowledge; pre-test (first lesson) of their
abilities, skills, strengths, areas for improvement, group dynamics,
attitudes towards physical activity. This pre-test will act as a guide to
help plan the remaining lessons.
 Formative assessment; conversations with students, questioning
students, observations – observation sheet spanning the four weeks
which can be found in Appendix 1
 Student self-assessments – which can be found in Appendix 2
 Summative rubric from our class tabloid event – which can be found
in Appendix 3
Australian Curriculum, Assessment and Reporting Authority 2016, Health and
Physical Education, Australian Curriculum, ACARA, viewed 14/04/2018,
<https://www.australiancurriculum.edu.au/f-10-curriculum/health-and-
physical-education/>
Australian Government 2009, Yulunga Traditional Indigenous Games,
Australian Sports Commission, viewed 14/04/2018,
<https://www.sportingschools.gov.au/resources-and-pd/schools/yulunga>

Links to other Key Learning
Areas
Unit Evaluation
Mathematics: Links to mathematics occur though students counting the
number of passes completed in Bowitgee and Chuboochuboo
Humanities: History where students will discuss and explore when and why
these Indigenous games were played. Geography where students will discuss
and explore where the Indigenous games were played.
Throughout this unit we taught and played numerous Indigenous games
which allowed us to develop our knowledge and understanding of the
Indigenous culture further. When planning, and then playing these
Indigenous games, we discussed, between the two of us and then with our
students, why, how, where and when these games were played. Engaging in
these discussions allowed us, and the students, to develop our
understandings to a point where we were able to answer these questions and
provide appropriate explanations.
Due to poor weather our scheduled first lesson was cancelled and then the
next was conducted inside the classroom. During the lesson indoors we used
a health wet weather plan where the students engaged in team building
games/activities which promoted high levels of communication (both verbal
and non-verbal) and the development of positive relationships. The students
had not heard of or ever participated in the activities we did with them. The
students enjoyed the activities and were able to identity a number of key
communication and team work skills in order to be successful in the
games/activities.
Our planning was guided by the fact that we were ending the unit with a
Tabloid event; with this in mind we were able to plan the lessons based
around the Tabloid event and the first PE lesson where we would able to see
the student’s strengths and which areas needed improvement. As we only
had one PE lesson before the end of our time at the school there was not
enough time to develop the students technical and movement abilities as
well as familiarising them with the games to be included in the Tabloid event.
We were quite disappointed with this but had to adapt and plan for the
circumstances at hand.
The learnings and observations gained from our first PE lesson informed our
planning for the following and final PE lesson. We observed that while the
students throwing accuracy was mostly good it still needed minor
improvement and that they all severely lacked spatial awareness. As we only
had one more lesson with them we decided that while there was room for
improvement with their throwing accuracy, their lack of spatial awareness
was the more pressing issue. For this reason we planned a lesson with
activities which required the students to be aware of and use the space
around them. We ran a game called Pulyugge which was a scaled back
version of the game Buroinjin, which we played in the first PE lesson, and
slowly layered rules in for the game to eventually become Buroinjin to see if
there were any improvements. We used the notion of freeze play where we
stopped the play, had the students observe their current physical positions in
the game and the space around them discussing the principles of supporting
and playing with width and depth. We were happy to see that our build up in
the game allowed development of spatial awareness where they were
utilising space much more effectively and were reminding, supporting and
encouraging each other to use, move into and create space.
There were minimal behavioural issues and when there were behavioural
issues they were low-level. Expectations were clearly stated from the
beginning, therefore, the students knew exactly what was expected from
them and what to expect from us as the teachers.

Overall, the PE lessons that we were able to teach were successful and the
students were able to improve and further develop their game sense and
technical abilities. Areas of improvement within this unit would be to plan
games/activities which the students had not played before; this school is a
part of lab school every year, therefore, the students had played some of the
games during previous lab schools.