What it is Kai - Traditional Yulunga Indigenous Game

https://www.sport.nsw.gov.au/traditional-indigenous-games/kai

Focus(topic) Area in Active Play and minor games (AP)

AC: HPE

Location in AC: HPE Foundation

Year level: Strand: Movement and Physical Activity
Sub-strand: Move our body
Practise fundamental movement skills and movement sequences using different body parts
(ACPMP008)
Participate in games with and without equipment (ACPMP009)

Sub-strand: Understanding movement

Explore how regular physical activity keeps individuals healthy and well (ACPMP010)
Identify and describe how their body moves in relation to effort, space, time, objects and people
(ACPMP011)

Sub-strand: Learning through movement

Cooperate with others when participating in physical activities (ACPMP012)
Test possible solutions to movement challenges through trial and error (ACPMP013)
Follow rules when participating in physical activities (ACPMP014)

Year 1&2
Strand: Movement and Physical Activity
Sub-Strand: Move our body
Perform fundamental movement skills in a variety of movement sequences and situations
(ACPMP025)
Create and participate in games with and without equipment (ACPMP027)

Sub-strand: Understanding movement

 Discuss the body’s reactions to participating in physical activities (ACPMP028)
Incorporate elements of effort, space, time, objects and people in performing simple movement
sequences (ACPMP029)

Sub-strand: Learning through movement

Use strategies to work in group situations when participating in physical activities (ACPMP030)
Propose a range of alternatives and test their effectiveness when solving movement challenges
(ACPMP031)
Identify rules and fair play when participating in physical activities (ACPMP032)

Cross curricular: Aboriginal and Torres Strait Islander Histories and Cultures

General capacities:
Literacy
personal and Social Capability
Ethical Understanding
Intercultural Understanding

Early Years Frame Outcome 1: Children have a strong sense of identity

(ECE Outcome 2: Children are connected with and contribute to their world
students only) Outcome 4: Children are confident and involved learners
Outcome 5: Children are effective communicators

Integration English: literacy

How the resource 1. Build cultural awareness: introduce the indigenous Yulunga cultural background of the
would be used game.
2. Build FMS skills: learn the correct way of hitting and catching a ball and provide instant
feedback.
3. Help students understand and follow the rules: the teacher introduces and demonstrates the
practices and goes through the safety issues before starting.
 4. Integrate literacy learning: Each time a child hits the ball needs to call out a letter following
alphabetical order.
5. Modify the game: make it an individual contest to see who can hold the ball in the air for the
longest time without falling to the ground.

Why it is beneficial • Help children practice the correct catching and throwing skills playfully, maximising their
participation.
• It doesn’t need much equipment and can quickly be played at home with friends.
• It is inclusive of children of all genders and linguistic and cultural backgrounds.
• It can link to other learning areas.
• It enables group cooperation and teamwork.
Limits, • Disabled children need the teacher’s support or some game modification, e.g., make it sit to
considerations play.
• Monitor and remind students about the safety issues to avoid physical injury, and constantly
provide feedback to improve their skills.
• Create a safe and supportive learning environment.