HPE Unit Plan: Throwing, Catching and Cooperating

Year level/Class: 5/6

Number of lessons: 6

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Topic: Identity and culture

Student Social:
Outcomes - Students will demonstrate the ability to cooperate with their peers and
involve other students equally
- Students will participate actively and fairly in activities designed by the
teacher, their peers, and themselves
Physical:
- Students will demonstrate the ability to use the correct throwing
techniques applicable to the specific ball used when throwing to moving or
stationary targets within various activities.
- Students will demonstrate the correct catching technique required to
catch different sized and shaped balls whilst standing stationary and
moving.
Cognitive:
- Students will understand and implement the primary rules of specific
sports and games when participating in activities or game-based
simulations
- Students will develop culturally aware mindsets that enable them to
respectfully acknowledge the games or activities shared by their peers that
relates to their culture.
- Students will understand how culture can shape the identity of sports from
around the world.
Affective:
- Students demonstrate the ability to show culturally appropriate language
and actions in order to create a safe learning environment.

ACARA Strand(s)
Personal, social and community health
Movement and physical activity

Sub-strands & content descriptors

Being healthy, safe and active:
Plan and practise strategies to promote health, safety and wellbeing (ACPPS054

Examine how identities are influenced by people and places (ACPPS051 - Scootle )

Communicating and interacting for health and wellbeing:

Practise skills to establish and manage relationships  (ACPPS055)

Moving our body:

Practise specialised movement skills and apply them in a variety of movement
sequences and situations (ACPMP061)

Understanding movement:
Participate in physical activities from their own and others’ cultures,
and examine how involvement creates community connections and intercultural
understanding  (ACPMP064)

Learning through movement:

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Demonstrate ethical behaviour and fair play that aligns with rules when
participating in a range of physical activities(ACPMP069)

Standard
Year 5/6
Students demonstrate fair play and skills to work collaboratively
They explain the influence of people and places on identities.
They apply the elements of movement when composing and performing
movement sequences.
They examine how physical activity, celebrating diversity and connecting to the
environment support community wellbeing and cultural understanding.

General capabilities
Personal and Social: This includes self-awareness and the ability to recognise and
understand self as a learner. This also involves showing appreciation for diverse
perspectives

Intercultural Understanding: This is achieved through recognising culture and

developing respect for self and others. Within this, students will explore and
compare cultural knowledge, beliefs and practices, whilst also investigating
cultural identity.

Ethical Understanding: This involves being able to reason in decision making

considering the consequences of actions taken. Also involves exploring values,
rights and responsibilities.

Literacy: This involves navigating, reading, and viewing texts and documents
related to the specific learning area

Cross curricular perspectives

Literacy

Aboriginal and Torres Strait Islander Histories and Cultures

Student Diversity
Provide opportunities for all types of learners and circumstances. If students
aren’t able to engage in physical activity, coaching or umpiring aspects can be
explored. Acknowledge and respect student cultures and backgrounds and allow
for them to give their interpretations of different sports and activities and how it
is applicable to their culture

The cultural diversity in this classroom ranges for a variety of EALD students and
Aboriginal and Torres Strait Islanders. The EALD students come from a range of
backgrounds including, Pakistan and Afghanistan. These students are still
developing their English language and adapting to the shift from their past culture
to this new culture. The Aboriginal and Torres Strait Islanders are strongly
connected to their cultural beliefs and enjoy seeing their past cultural
games/experiences put into their learning. The learning ability of students range
from students working at a year 3-4 level to an exceptional year 7 standard. The
EALD students working at the year 3-4 level however are slower learners due to
the transition in school environment/language etc. The classroom environment in
relation to gender is evenly split with 14 boys and 14 girls. For majority of this
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group, the boys are friends with the boys and visa-versa with the girls.

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Student prior learning:
Activity/Topic Prior and during the of the unit, students have explored how their identity is
Analysis shaped by various influences and what impact their own culture has on this.
Students have discovered how to understand difference and how to make a
contribution toward negating stereotypes and negative attitudes regarding
diversity within our society. Through this learning, students will be able to actively
engage in the throwing, catching and cooperating unit which develops students’
technical abilities whilst also exploring games that reflect significance to various
cultures of the students within the classroom and beyond.

Overarching theme: students are able to see themselves, their identities, and
their culture reflected within the curriculum and can fully participate whilst
building self-esteem.

Focus question: ‘’how can the development of cultural identity and relationships
lead to meaningful engagement within physical activity?

Scope of topic: Through the topic of ‘identity and culture’ the teacher will
incorporate throwing, catching and cooperating skills within activities and game-
based exercises to promote student engagement and positive relationships.
Students will exemplify this through recognising each other’s and own personal
strengths and the contribution this has to game play. An important aspect of the
learning is the connection of such activities and games to diverse cultures, with a
specific focus on indigenous culture. Through this exploration, students will have a
better understanding of how activities and games can reflect one’s own culture
which ultimately creates part of their identity. Students will each have an
opportunity to explore throwing, catching and cooperating games from their
culture and present these to the class.

Focus questions:
- What essential steps are required to complete this skill?
- How can we make the task of throwing or catching the ball easier for our
peers?
- How can cooperation build strong communities?
- How does this activity help us build social skills and cultural awareness.
- How can we apply this learning into aspects of our lives?
- Why is it important to learn about other cultures’ representations of the
games we play?

Explain and explore:

Students will constantly be exploring games that have direct relation to

indigenous culture, whilst also developing their own technical abilities and skill
within. Through this appreciation of indigenous games, students will better
understand and explore games from other students’ communities and culture.
Through this type of learning, students are strengthening their abilities to throw,
catch, and cooperate as well as engaging in games that have significant meaning
to culture and identity. Games from other cultures that develop the skills
associated with throwing, catching and cooperating can then be explored.

Constant reflection is essential for students in their learning of how these new
activities and games explore culture. Background information and knowledge can
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be shared from both the teacher and students as we discover how, why, and
when such games and activities were/are played. Ultimately, the goal is to build
strong senses of recognition to identify similarities and differences in some games
between different cultures

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Specific skills, What MUST you teach this particular group of students?
Knowledge,
Understandings  How to effectively pass to moving and stationary targets by assessing
to be developed trajectory and weight required for it to be accurate and make cultural links
through the to such skills as hunting and spear fishing
topic  How to effectively catch a ball whilst moving, through correct judgements
of timing, positioning and technique
 How games from around the world and in particular indigenous culture
can shape the identity of games and people
 How to participate in games and activities respectfully to ensure one’s
culture
 How to use teamwork to achieve a common goal
 Skills & knowledge required for peer teaching
 Skills to locate & communicate information about cultural background of a
game
 Cooperation, cooperative play, different roles and responsibilities, how are
these developed in game play, what might these be of cultural value
 How playing Indigenous games develop a better appreciation of the
traditional ways of life, values and skills and hence build respect required
for reconciliation
 To self-manage own games

What SHOULD you teach this particular group of students?

 Broader range of games
 Skills transfer from Indigenous games to mainstream game play
 Larger range of the types of games played
 How to modify games to include all

What COULD you teach this particular group of students?

 Different roles and responsibilities of members within a team
 Involve community members

Implications for
Teaching Pedagogical approaches and considerations:
- Scaffolding
- MIP
- Cultural awareness
- Inquiry based approach to specific activities and games
- Group dynamics
- Facilitative questioning
- Elements of play practice

Nature of learning experiences:

Inquiry-based learning will be a strong focus within the unit of work where
students will investigate their own identity and culture through games and
question how their culture has shaped sports and activities. The learning will be
meaningful with each lesson providing students with the opportunity to
acknowledge and show respect to games of Indigenous culture and then progress
to using this understanding to build toward reconciliation. Students will also have

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the ability to engage in collaborative learning as this is a focus within the unit.
Team orientated activities will be used within each lesson and students will work
within small groups to present their summative assessment.

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Assessment Pre-test:
In groups of 4, students will complete a 3-stage throwing and catching challenge
working with personal points systems that reflects specific criteria. This will assess
their ability to throw and catch whilst working together as a team.

Formative

Checklist: running record of their ability to demonstrate the fundamental skills

associated with throwing, catch and cooperating.
Participation: a component that assesses students’ willingness to participate in
each lesson and the effort put in.
Peer feedback: students can give encouragement and constructive criticism to
their peers when practicing skills in activities.
Student reflections: This can involve student reflections in relation to how they
feel they are progression in terms for their technical abilities and how they feel in
terms of connecting to culture and identity. One thing I enjoyed and why? One
thing I learnt. One thing I could improve on.

Summative

Peer teaching: Students will work in small groups to modify an activity or game
from the Yulunga Games resource that incorporates throwing and catching
aspects to reflect mainstream activities or games that are played today. This will
measure students’ ability to show their respect for indigenous games by
presenting the cultural aspects of a past game that they have now modified to
reflect more present representations.

Written Observations: Teachers can compare students’ progress from the start of
the unit to data collect at the end of the unit.

Moments for Introduction lesson:

evidence Within the first lesson, evidence collection can be attained which will assist in
collection gauging the current levels of student ability and understanding within the class. In
(identify three, the learning experience, students will be asked how they believe their learning of
provide cultural identity and relationships within their Health class will assist them in their
overview of learning within the physical education unit. Additionally, students will engage in
what each throwing and catching games in teams and this will allow the opportunity for the
involves) teacher to assess student skill level and base future teaching on this. In the first
learning experience there is a more centred focus on throwing aspects.

Formative assessment:
A moment of evidence collection in relation to a formative assessment can be in
the form of student reflection. As mentioned above, this type of assessment will
involve students reflecting on how they feel they are progression in relation to
their technical abilities within throwing and catching and if they feel they are
contributing positively to team-based activities. Additionally, students will assess
how they feel they are progressing in their learning of Indigenous culture, as well
as their own, to help build a stronger sense of identity within themselves. They
can then add one thing they enjoyed and why. One thing they have learned.
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Lastly, one thing they could improve on.

Summative assessment:
As mentioned above, a moment for a summative assessment to be collected can
be found within the peer teaching assessment. In this assessment, students will
work in small groups to modify an activity or game from the Yulunga Games
resource that incorporates throwing and catching aspects to reflect mainstream
activities or games that are played today. This will measure students’ ability to
show their respect for indigenous games by presenting the cultural aspects of a
past game that they have now modified to reflect more present representations.

- Yulunga Resources
Resources
- Sporting equipment

- Oval and/or facility

- Data collection resources

Links to other Mathematics: Ability to assess weight require on a pass, trajectory of a pass once
Learning Areas determining target speed, visually measuring distance to a target

English: Ability to verbally explain an activity to other students.

HASS: Viewing games from around the world.

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