HPE Lesson Plan

Mitchell & Eleni 60 min lesson

NAME: TIME: DATE: 05 / 04 /2018
Yulunga touch rugby
ACTIVITY: CLASS / YEAR 7

EQUIPMENT: See below.

Lesson Plan Proforma/ Developed from work of Wendy Piltz 2012

ACARA: Teacher outcomes:
Strand Student learning Outcomes for the lesson: The teacher will:
Movement and Physical Activity (Evidence of learning) Respectfully introduce traditional
The students will: Indigenous game theme to students,
Sub-strand asking open questions to assess student
Understanding movement Participate and understand the importance of a skill- current knowledge.
based activity through warm up skills activities such as
Content Descriptors (Bowitgee) that leads into a sporting game play (Buroinjin). Model and demonstrate game play before
Demonstrate and explain how the elements of Students develop understanding of why smaller warm up students undertake each activity.
effort, space, time, objects and people can
introductory games are played before being thrown into a
enhance movement sequences (ACPMP084 -
game play scenario. Encourage questions and inquiry by
Scootle )
having students think deeply about the
General Capabilities Students will develop a sense of timing and experience the physical activity they are participating in.
Critical and Creative thinking effects perceptual demands have on game play by ( Do this by initially asking where these
Thinking critically to understand and make participating in games such as Bowitgee and further games would be played in Aus and why?)
educated guesses about where and why variations of Bowitgee.
indigenous games were played. Real in time adaptations of gameplay using
variations to enrich activities and promote
Numeracy Be active participants by using Kaurna commands during
success for all skill levels, as well as
Applying knowledge of space to determine 3m game play as well as appreciate the cultural significance of
promote inquiry to how these variations
passes. the physical activity by responding to questions.
are effecting perceptual demands.
Intercultural understanding Students work together to identify potential
-Understanding the importance of culture
complications in field invasion games and use
influencing games all over the world.
communication skills to overcome these game threats.
Personal and Social capability
-Working with others and reflecting on group
as well as individual game play.
Cross Curricular perspectives
HASS
(HISTORY)
Talking about the history of Indigenous people
pre colonisation. How and why these games
would have been played.
(GEOGRAPHY)
Where these games were most likely to have
been played in old Australia.
MATHS
Counting the individuals between players as
well as how many times the ball is caught in
Bowitgee.
 Focus Shape Reflection
ACTIVITY (& Methods) TEACHING POINTS CLASS ORGANIZATION TIME
I Bowitgee (Bow-it-gee) Strategies for 10-15 mins
N
T
 Spread out  Grid area 10 x 20m teaching
R  Players must pass the  Two hands to catch.  2 or 3 grids of 6-8 people. Aboriginal and
O bowitgee among themselves  Two hands to release. Torres Strait
D while moving around the grid  Catch and release as quickly Equipment Islander students
U
area. as possible. Demonstrate broad
C
T  Teams to count number of  Deflect/tap it on if you can.  Cones knowledge and
I successful passes in the  Use your voice.  Sponges/tennis or rubber ball understanding of
O designated time period.  Soccer/ Rugby ball the impact of
N  Stay on the move.
 Minimum pass distance 3m.  Bibs (for defender in variation) culture, cultural
 Keep eyes up so you don’t
(1 person between) identity and
bump into someone else.
 Bowitgee can be tapped on. linguistic
 Chest pass cues* background on the
- Square body to target. education of
-Thumbs against chest-- students from
elbows bent and out. Aboriginal and
-Step toward target. Torres Strait
-Extend arms fully releasing Islander
ball to target. backgrounds.
-Thumbs should now be
pointing down. During the lesson
-Tell students to...bend, using indigenous
extend, release terms can
demonstrate to
Kaurna Cues: indigenous
students a level of
Naa Marni interest in their
Are all of you good cultures.
Niina Marni
Are you good (one person)

Par-ni Kar-wai
Come here

Tika
Sit down

Karri Karri
 Differentiate 30 mins
Buroinjin (Bur-oin-jin)  Start behind the line.  Playing area 50-70 x 35-50 teaching to meet
 Keep moving metres. the specific
D  To begin the game the  Run and pass. learning needs of
E buroinjin is thrown into air in  Call for the ball. Equipment students across the
V the middle of the playing
 Hands ready to catch the full range of
E
area.  Size 2 or 3 soccer ball (buroinjin) abilities
L ball.
O  A player attempts to cross the  Cones for score line.
 Use chest passing
P line at the other end of the  Rugby ball (progression)
M  Watch out for your
field without being tagged.  Bibs
E opponents.
N
 The buroinjin can be passed  10-20 people Understanding
T between team members students individual
before a tag is made. needs and adapting
 The buroinjin can not be game play to suit
kicked. them.
 If the buroinjin is dropped it
must be picked up and not
kicked.
 If the player with the
buroinjin is touched they
must throw it away
immediately for either a
teammate or opposing player
to retrieve. (2-3m away)
 One point is rewarded to the
team that can run past the
score line. Opposing team
starts with the buroinjin at
the halfway line.

C Cultural and Physical Aspects: 10-15min
L
O
 In this reflective activity the • Meaningful observations - Texta and paper. Reflection on
S group is split into sub groups, • Inquiry on topics that will be - Smaller groups depending on class student learning in
U groups will be given a topic researched further number, a quarter or a fifth. overall lesson as
R of either culture or physical • All student contributing well as into student
E
activity, here they will record inquiry.
something they’ve learned
about either and something
they wish to learn.

Provide Plenty of Perfect Positive Practice = MIP /ALT. (Launder,A P’s of Pedagogy)
Pre – test – Establish the Level of the Learner Purposeful & Persistent Practice – motivation (Ph)feedback – specific
Praise – specific qualities
Planning and Preparation – Set Induction Pertinent Practice Paced Progressive (Ph)flexibility
Presentation - Demonstration Personalized Post test - achievement / progress
Protected – safety: physical/emotional Playful with Poise, Patience & Empathy to encourage positive future
participation