FORWARD PLANNING DOCUMENT

TERM/WEEKS:
Weeks
Literacy

(2) 6

YEAR LEVEL: 6/7

Numeracy

ICT

Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and
Cultures

WEEK
/
LESS
ON

CONTENT
STRUCTURE
STRANDS

LEARNING AREA/TOPIC: Health & Physical

Education
Gymnastics
Critical and creative
thinking

Asia and Australias engagement with Asia

SPECIFIC LESSON
OBJECTIVE

ASSESSMENT
(what &
how)

General Capabilities:
Ethical Understanding
Personal and social
Competence

Intercultural
Understanding

Sustainability

TEACHING & LEARNING

EXPERIENCES
(include learner diversity)

FOCUS
AREA

RESOURCE
S

PSCH
MPA

Ss2.1
MP061
1

- Perform a range of static

positions and static balances
on different parts of the body

Ss2.1MP
080

Ss2.2MP
064

Ss2.1MP
061

Ss2.1MP
080

Perform a variety of static

balances, with a partner or
group, using different parts of
the body

Use a pupils or the teachers

feedback to improve body
control

observation

16 mats
List of static
positions

2 students share a mat each and follow the teacher

through static poses:
stand with good posture, front support, back support,
stork stand, tuck sit, V-sit, shoulder stand, front scale.

Use a pupils or the teachers

feedback to improve body
control

Participate in the gymnastics

program to enhance students
over all fitness

(RE)

Discuss the importance of stretching and warm-ups in

gymnastics
Students play all over red rover (tag) warm up &
participate in 5 mins of stretching.

Statics

2
partne
rbalan
ce

AUSTRALIAN CURRICULUM HEALTH AND

PHYSICAL EDUCATION

(GS, RE,
CA)

Learner diversity: if a student struggles with keeping a

tight body position try activities such as lift the plank
(tight legs and core, lift by the legs) and crack the egg
(trying to pull apart the tuck sit).

(LLPA,
HBPA)

Play Simon says with static positions, get faster as the

students get confident and introduce elimination.
(RE)

Week 2:

In Pairs of similar size: Try card balances 5 mins each card which
were easiest/hardest why?
Students create different balances with a partner which balances are
you counterbalancing your partners weight? (If student struggle with ideas
pairs can face each other hold hands with feet together and lean back
slowly OR back to back sitting down with feet tucked up can they stand
up?)

Cards with
balance
positions and
key points
1 gym mat per
pair( 16)

(GS, RE,
CA)

HPE2203_FPD_Gymnastics_2015

(CA, RE)

Go over the balances that counter balance

Ss2.2MP
065

Ss2.3MP
087

WEEK
/
LESS
ON
WEEK/
LESSO
N

CONTENT
STRUCTURE
STRANDS

With a partner explore pushing

and pulling movements and
how these can be manipulated
to perform counter-balances

SPECIFIC LESSON
OBJECTIVE

SPECIFIC LESSON
OBJECTIVE

Ss2.2 MP064
3
landings

Ss2.1MP061

Evaluate safe and effective balances.

ASSESSMENT
(what &
how)
ASSESSMENT
(what & how)

TEACHING & LEARNING

EXPERIENCES
(include learner diversity)

Demonstrate safe
stretching activities
which maintain and
develop flexibility

observation
Ss2.1MP061

4
springs
Jump with control
off a springboard
on to differing
heights and

FOCUS
AREA

TEACHING & LEARNING

EXPERIENCES
(include learner diversity)

Jump and land with

control from
different heights
using the motor
bike landing
position

Ss2.1MP080

(RE, GS,
CA)

Children share their sequences with the class class at a time.

Demonstrate a partner or
group the approach taken to
solve movement challenges
when balancing.

PSCH
MPA

CONTENT
STRUCTURE
STRANDS
PSCH
MPA

In pairs children come up with a sequence where they move from one
balance to another to the teachers counting (1,2,3 with 5 seconds in
between each number)

Week 3:
Warm up- Students
gather as a group
stretch and then
practice handstand
skill progressions;
tuck sit, front
support, bunny
hops (follow the
leader style around
the room), tuck
hand stand,
scorpion.
*Ensure adequate
matting to
minimise impact
when landing and
no gaps between
the mats
Introduce and
cover the key
points of a
motorbike landing:

FOCUS
AREA

(LLPA, HBPA)
(RE, CA, GS,
FMS)

RESOURCE
S

RESOURCES

Gym mats
*Place a mat at
each landing point
of the circuit to
minimise impact
6 hoops
Crash mats
Beat board
Bench

(RE, CA, GS,

FMS)

(GS, RE, CA)

6 hoops
2 benches
2 beat boxes
Crash mat
Vault box
5 gym mats for
leap frog

HPE2203_FPD_Gymnastics_2015

Ss2.2MP084

distances whilst
landing in the
motorbike position.
Use verbal and
kinaesthetic
feedback to adjust
timing of the arm
swing during take
off
Performing a range
of springs and
analysing
technique based on
understanding of
take-off, body
position and
landing.

- Feet shoulder
width apart
- Balls of feet first
then roll through to
heels, bend knees
and hips in a motor
bike riding position
- Arms out the front
Circuit (5 minutes
per area)hopscotch, jump
along a row of
mats at floor
height, jump from
bench into hoop,
jump off crash mat
into hoop, jump
into a pattern of
hoops, jump from
beat board onto
mat.

(RE, GS)

Week 4:
Warm-up: tag with
various
movements
(running, jumping
skipping), student
directed stretching.
Discuss the
importance of the
arm swing during
take off and
motorbike landing
KTPs: run, arm
circle, jump
motorbike landing:
- Feet shoulder
width apart
- Balls of feet first
then roll through to
heels, bend knees
and hips in a motor
bike riding position
- Arms out the front
Circuit (5 mins at
each station): jump
into a row of
HPE2203_FPD_Gymnastics_2015

hoops, bunny hop

over and along
bench, jump over
bench, beat box
onto crash mat,
beat box on to
vault box (with
straddle position or
tuck position, if
students a
confident allow
them to jump
through either with
legs tucked or
apart over the
volt), leap frog. 4
-5 students per
station.
WEEK
/
LESS
ON
WEEK/
LESSO
N

5
rotation
s

CONTENT
STRUCTURE
STRANDS

SPECIFIC LESSON
OBJECTIVE

PSCH
MPA

CONTENT
STRUCTURE
STRANDS
PSCH
MPA

s2.1MP0
80

SPECIFIC LESSON
OBJECTIVE

ASSESSMENT
(what &
how)
ASSESSMENT
(what & how)

Use kinaesthetic feedback to

improve body control and coordination when performing a
rotation

Students will explain and

demonstrate their approach
when putting together a
routine using learnt locomotion
and rotations

FOCUS
AREA

TEACHING & LEARNING

EXPERIENCES
(include learner diversity)

Week 5

RESOURCES

(GS, RE,
CA)

16 gym mats
4 crash mats
4 benches
16 hoops (one
between 2)

Place the 16 gym mats together without gaps

Run through the following exercises with the
whole class

RESOURCE
S

FOCUS
AREA

Warm-up: student directed warm-up and stretch

Observation

s2.3MP0
87

TEACHING & LEARNING

EXPERIENCES
(include learner diversity)

(RE, GS,
CA)

Forward rolls ~ 10 minutes rock and roll to stand,

forward roll off a crash mat (8 per crash mat), along the
floor on a gym mat. KTPs; Hands next to feet, chin tucked
in, keep bottom high and head tucked in, roll onto the
back of the head
Backward rolls~ 10 minutes rock and roll with hands
next to head, off a crash mat (8 per mat), along the gym
mats. If students struggle with backward rolls introduce a
backwards shoulder roll. KTPs; elbows in, hands next to
HPE2203_FPD_Gymnastics_2015

ears, tuck chin under, push through arms, land on feet,

knees and feet together. To support students spot from
the side and hold their hips up as they roll
Cartwheels~ 10 minutes around hoops, around circular
line, over bench, along straight line, continuous
cartwheels. KTPs; foot hand hand foot, open hips,
straight arms and legs.Spot from their dominant foot side
and lift their hips

observation

6
hand
apparat
us

Ss2.1MP
080

and floor
routine

Place students into groups of 5-6 students and get them

to create a sequence of cartwheels, forward and
backward rolls. (4 gym mats each and 1 crash mat).
Remember for next lesson.

Using visual and kinaesthetic

feedback when coordinating
eye-hand movements to
control different pieces of
equipment

4 crash mats
20 hoops
16 gym mats
(GS, RE,
CA)

Place students into groups from the previous lesson

(either 5 or 6 per group), each group gets 4 gym mats
and a crash mat. The groups also get 5 hoops each
Ss2.2MP
065

Ss2.3MP
087

Demonstrate an understanding
of how to adjust the force and
speed of an object to improve
control whilst performing a
routine
Evaluate and justify reasons for
decisions and choices of action
when solving movement
challenges when
experimenting with their own
floor routine.

(FMS,
GS)

Each group has 10 minutes to go through a student

directed warm up and stretch.
~25 minutes- Students must create a floor routine that
must involve a cartwheel, forward and backwards roll as
well as integrating the 5 hoops, every student must do at
least one form of rotation.

(RE,CA,
LLPA,
GS)

At the end of the class each group will perform their

routine to the class.

References:
Primary Gymnastics Module. (2016). Activate. Retrieved 22 April 2016, from http://eclass.uoa.gr/modules/document/file.php.pdf
Primary Resources: P.E.. (2016). Primaryresources.co.uk. Retrieved 20 April 2016, from http://www.primaryresources.co.uk/pe/pe.htm
HPE2203_FPD_Gymnastics_2015

Key Teaching Points from Tammy Gordon, 2016, the University of Notre Dame Australia

HPE2203_FPD_Gymnastics_2015

HPE2203_FPD_Gymnastics_2015