FORWARD PLANNING DOCUMENT

TERM/WEEKS:
Weeks

(2) 6

YEAR LEVEL: 5/6

LEARNING AREA/TOPIC: Health & Physical EducationGymnastics

AUSTRALIAN CURRICULUM HEALTH AND PHYSICAL EDUCATION

Literacy

Numeracy

ICT

Critical and creative

thinking

Ethical
Understanding

Personal and social

Competence

Intercultural
Understanding

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

WEEK
/
LESS
ON

Statics
Week 1
Lesson 1
29/04/16

CONTENT
STRUCTURE
STRANDS

Asia and Australias engagement with Asia

SPECIFIC LESSON
OBJECTIVE

PSCH
MPA

Ss2.2
MPA064

Participate in a gymnastic based warm

up designed to improve health-related
gymnastics components and prepare
individual for class

ASSESSMENT
(what &
how)

Criteria;
Can the students
confidently perform
the static positions
and balances?
Are students
performing static
positions correctly?
Can students
perform static
positions for 5
seconds?
Are students
engaged and
participating in the
planed activities?

Sustainability

TEACHING & LEARNING

EXPERIENCES
(include learner diversity)

FOCUS
AREA

Warm Up- Pirates Gold

Teacher to demonstrate basic static positions
One student is allocated as the pirate
Rest of students are the pirates crew who attempt to steal the pirate
treasure and return to starting position without being tagged
Pirate calls out a static position to be performed- arabesque, front support,
stork, side lunge
On teachers signal students move from starting position towards the
pirate, when pirate turns around students must freeze in the static position
Those who move are eliminated from the round

(LLPA;
HBPA)

RESOURCES

Flat open surface

12 Hoops
1 Marker

Method of
Assessment;
Informal Assessment
HPE2203_FPD_Gymnastics_2016

Summative
Assessment
Ss2.2
MPA064

Ss2.1
MPA061

Ss2.1
MPA061

Ss2.1
MPA061

Ss2.1
MPA061

Ss2.1
MPA061
Ss2.3
MPA067

Ss2.3
MPA067
Ss2.3
MPA068

Demonstrate and describe safe

stretching activities specific to
gymnastics which maintain and develop
flexibility

Perform a range of simple gymnastics

static balances on different body parts

Perform a range of simple and complex

gymnastics static balances on different
body parts

Apply stability in performing a range of

complex static balances on different
body parts and in different balance
situations

Apply stability in performing a range of

complex counter balances on different
body parts and in different balance
situations with a partner

Observational
checklistobjectives and
participation can be
observed by teacher
and feedback given
to correct fault in
technique

Warm Up- Stretch

Specific stretches to lengthen and warm involved body parts- students
may be asked to run this teaching component (non-participants can run
this component also or be involved)
Examples: hamstrings, calves, triceps, biceps, neck, back

LLPA;
HBPA)

Introduction of Basic Static Positions

Practice of;

Standing with good posture: feet together, shoulders back, head

and chin up

Front support: shoulders over hands, straight back

Back support: elbows straight, hips up, feet together

Stork stand: stand straight, toe to knee

Tuck sit: straight back, knees together

Progression of Basic Static Positions
Practice of;

V-sit: straight arms legs and back, feet together

Shoulder stand: knees, hips and shoulders in straight line

Front scale: back leg and arms straight, chest out, chin up
Developing a Tight Body
Practice in partners;

Lift the plank: plank position, lift from the feet and maintain
body position

Shake the tin soldier: plank position, rock partners body to test
stability

Crack the egg: tuck sit and try pull body apart
Counter Balances
Divided into partners, sharing a gym mat between 2
Partners are to move from station to station performing basic counter
balances that are depicted and described at each station in the room
Include: leaning against partners, gripping onto partner

Match pairs by height and weight

Ensure mats are used

Use wrist to wrist grip

No pyramids higher than 2

Apply stability in performing a range of

complex cooperative balances on
different body parts and in different
balance situations with a partner
Use reflective listening when working in
partners working on balancing positions

Cooperative Balances
In partners students will move around the room again in a clockwise
motion from station to station, this time completing cooperative balances
Include: front support variations, kneeling on partners, rear supports

Use reflective listening when working in

partners working on balancing positions
Devise strategy to successfully perform

Final Activity- 3 Hands, 2 Feet

Students run randomly around the room
On teachers call (number and balance) students must join a group of the

(RE)

Flat open surface

16 gym mats
(shared between
2)

(RE)
16 gym mats
(shared between
2)

(GS;RE)
16 gym mats
(shared between
2)

(GS;RE)
16 gym mats
(shared between
2)
Detailed counter
balance sheets

(GS;RE)
(CA; GS;
LLPA; RS)

(CA; GS;
LLPA; RS)
(GS;LLPA)

16 gym mats
(shared between
2)
Detailed
cooperative
balance sheets
16 Gym mats

HPE2203_FPD_Gymnastics_2016

Ss2.3
MPA069

a new balance or static skill as group

Correctly interpret and apply the rules of
the 3 Hands 2 Feet game to maintain a
fair game

specified number and perform a specified balance

Extension: challenge students to perform own statics or balances using
specified number of hands, feet and limbs touching the ground or involved
in the balance or static

(RE; FMS;
CA; GS)

Learner Diversity

Have non-participants run stretching session- create series of

stretches

Non-participants or weaker students may help spot positions

Smaller groups increases maximum participation

Have demonstrations of each activity & position to assist

understanding

Clear concise instructions

Provide activity alternatives- challenges and modifications

Confirm understanding of activity before commencement

Attend all groups and individuals- provide feedback &

encouragement

HPE2203_FPD_Gymnastics_2016