NEW Primary HPE Program

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HEALTH & PE – PRIMARY SCHOOL

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Contents
About This Program 2 Risky Run Outs 81
Unpacking The Lesson 3 Rob The Nest 82
What Is Gamification? 3 Saving Runs 83
Do I Need To Know Cricket To Deliver This? 4 Sink The Ship 84
Australian Curriculum And Physical Literacy 5 Sneaky Singles 85
How Australian Cricket Can Support You 6 Teamwork Test 86
Australian Cricket School Offerings 8 Throwing Range 87
Cricket Australia Teacher Professional Development 9 Tunnel Tag 88
Wellbeing: Connection To Classroom 10 Yes No Wait 89
Change It 11 Bowling 91
Coaching Tips For Teachers 12 Bowling Fundamentals 93
Program Equipment 14 Clear Your Backyard 94
Program Alignment 15 Golden Ducks 95
The Australian Junior Cricket Pathway 16 Knock ’Em Down, Build ’Em Up 96
Health & PE Foundation 17 Scorcher Ball 97
Program Overview Foundation 19 Skittle The Stumps 98
Foundation Assessment Rubric 24 Target Takedown 99
Build Your Own Foundation Assessment Rubric 25 Batting 101
Build Your Own Foundation HPE Program 26 Batting Blast 103
Health & PE Year 1-2 27 Protect Your Castle 104
Program Overview Year 1-2 29 Scoring Zones 105
Year 1-2 Assessment Rubric 34 Striking Levels 106
Build Your Own Year 1-2 Assessment Rubric 35 Games 107
Build Your Own Year 1-2 HPE Program 36 Anywhere Cricket 109
Health & PE Year 3-4: Middle Primary 37 Continuous Cricket 110
Program Overview Year 3-4 39 Cricket Crossfire 111
Year 3-4 Assessment Rubric 44 Pairs Cricket 112
Build Your Own Year 3-4 Assessment Rubric 45 Rapid Fire Batting 113
Build Your Own Year 3-4 HPE Program 46 Scenario Challenge 114
Health & PE Year 5-6: Upper Primary 47 6ers Cricket 115
Program Overview Year 5-6 49 Yulunga Traditional Indigenous Games 117
Year 5-6 Assessment Rubric 54 Diyari Koolchee 119
Build Your Own Year 5-6 Assessment Rubric 55 Kangaroo 120
Build Your Own Year 5-6 HPE Program 56 Noongar Wana 121
Unofficial Starts 57 Tarnambai 122
What Is An Unofficial Start? 59 Wanambi 123
BBL Memory Challenge 60 Reflections 125
Captain’s Circuit 61 Balance And Share 127
Crocodile Creek 62 Bounce And Share 128
Fielding Fanatics 63 Catch And Chat 129
Head, Shoulders, Knees, Toes, Cone 64 Greetings Check Out 130
Hurricane Handling 65 In The Water Debrief 131
In The Water 66 Number Check Out 132
Joker Catch 67 Roll And Share 133
Protect Your Cone 68 Share And Go 134
Reaction Grid 69 Tap Out 135
Skills Races 70 Turn And Talk 136
Structure Smash 71 Walk And Talk 137
Fundamental Movement Skills 73 Other Resources 139
Bowling Tag 75 Classroom Resources 141
Capture The Flag 76 Common Cricket Words 142
Catching All Stars 77 Emotional Check In 143
Derby Cones 78 BBL Mascot Memory Challenge Cards 144
Red Rover 79 Tap Out Cards 145
Renegades Relays 80
1
About This
Program
Woolworths Cricket Blast Health & PE (WWCB HPE) is Cricket Australia’s
development program for Primary Schools.
This program aligns to the Australian Curriculum WWCB HPE has five stages, Foundation, Year 1-2,
and is an integral part of the Australian Cricket Year 3-4, Year 5-6 and Year 7-10. Each stage includes
Strategy aiming to grow participation and provide clearly identified progressions which allows students
quality experiences for all students. of all skill levels and abilities to develop skills in a fun
and safe setting.
WWCB HPE has been built on the foundations of the
Australian Curriculum, the Australian Physical Literacy Cricket is a tremendous vehicle for teachers to use in
Framework and the Australian Cricket Coaching delivering Fundamental Movement Skills, Striking and
Philosophy. These foundations combined have created Fielding Games, Social Emotional Learning and much
an inclusive and engaging program with a core more! We know you and your students will enjoy our
focus on ‘learning through play’. new program. We thank you for choosing Cricket.
OF
THE
PROGRAM
5
4 Year 7-10
3 Year 5-6
2
1 Year 3-4
Year 1-2
FOUNDATION
2
Unpacking
The Lesson
Learning Intention
The overall outcome of the lesson. This is usually in
the form of a short sentence the teacher can use to
identify what they would like students to know or
demonstrate by the conclusion of the lesson.
Success Badges
An effective way of empowering students to take
responsibility for their own learning by providing
them with 3 “I CAN” statements in which they can
be successful in the lesson. Students can earn these
like badges and can come up with their own scoring
systems within lessons.
Focus Questions
These are key questions which link closely to the
outcomes of the lesson. These questions can be
mentioned at the beginning, throughout and at the
end of the lesson for reflection.
What
Is
Gamification?
Gamification is using game
mechanics and game design
in non-gaming environments
to maximise enjoyment and
engagement of the student.
Using gamification in
Health and Physical
Education could be
introducing elements such
as time restraints, levels,
lives or rewards.
3
Do I Need To Know Cricket
To Deliver This? SESSION PL AN
Delivering a WWCB HPE program Unofficial Start + 3 activities + REFLECTION ACTIVITY
in your school is easy. 45-60 mins is recommended for each session and can be
scaled to whatever time period and equipment you have.
This resource caters for all teachers from ‘first timers’ A star rating system has been provided to indicate set up
to ‘cricket experts,’ by providing detailed lesson time, and activity complexity.
plans, activity guides and equipment lists, as well
as the flexibility for teachers to build SetUp Complexity RATING
their own program. The program
also contains suggested links to the < 3 mins Simple activity
Australian Curriculum, and access to
cricket equipment through our School Some complexity
3 – 5 mins
involved in this activity
Ambassador Program, delivering cricket
in schools has never been easier. FIND OUT MORE Complex and challenging
5 – 10 mins
activity for stretching students
USING THIS RESOURCE Session 1 Learning Intention

45-60 Mins To learn the movement
Fundamental connected to crickskills
et
Movement Skills
1 LEARNING INTENTION
Outcomes of lesson. SUCCESS BADGES
FOCUS QUESTIONS
2 SUCCESS BADGES
I CAN show 4 differ
ent
movement skills in
the lesson. Why do we need
I CAN always give to move
my in different ways
?
How students can be successful in lesson.
best in all games.
How can you use
your body
to hit a ball furth
er?
3 FOCUS QUESTIONS TIME ACTIVITIES

AND GAMES EQUIPMENT AUSTR ALIAN
CURRICULUM Physical Liter acy
Coaching Focus Basic
Unofficial Start (Page 19)
Coaching Tips
Key questions relating to the lesson. 0-5 min Crocodile Creek
1 ball per student,
2 ropes, lots of cones
(Page 62) 6 sets of stumps, ,
4 TIME other equipment ACPMP008 Movement Skills

to Simple FMS – Jump
use as obstacles ,
jog, hop, skip and
UNPACKING THE LESSO run.
N
Recommended approximate time for activity, but 5-10 min Learning Intention
Skills Activities
and Success Badges
can be adjusted to suit the needs of the students. 10-20 min Bowling Tag
(Page 75) 4 cones, 1 ball or
sash per tagger ACPMP009 Coordination See Bowling Coac
5 ACTIVITIES AND GAMES 20-30 min In The Water hing Tips

1 ball per student, (Page 12)
(Page 66)
2 ropes ACPMP009 Movement Skills Bend the knees.
The name of the activity which will have a

2 cones per pair, Step, flip cone in
30-40 min Striking Levels one motion.
(Page 106) ‘junkyard’ of equip
ment
for students to choos ACPMP013
a ball and bat e Confidence See Batting Coac
corresponding activity card explaining how the

hing Tips
Reflection (Page 12)
40-45 min In The Water Debri
activity is delivered.
ef (Page 131)
Respect Yourself –
I always give maxim
um effort in games
and activities
6 EQUIPMENT EQUIPMENT
What you need to deliver each activity. JUNK YARD
CONNECTION TO CLAS
Check out more
SROOM
lesson ideas
Taking Cricket Home
OF EQUIPMENT 6 12 from the ICC T20
World
Try Jump Over
7 AUSTRALIAN CURRICULUM LINK Cup Schools Prog The Bat with your
ram family at home
1 4 24
Our suggested link to the Australian Curriculum. 2
Per
student
Please note that these are just suggestions and FIND OUT MORE
Watch VIDEO
teachers can cater lessons to meet their own
learning objectives. 20
8 PHYSICAL LITERACY COACHING FOCUS

The elements of physical literacy that the activity 11 SPIRIT OF CRICKET
focuses on in addition to the skill development The overarching respect based theme for
aspects of the activity. each week.
9 BASIC COACHING TIPS 12 CONNECTION TO CLASSROOM
Technical focus for deliverers to refer to during Suggested curriculum aligned wellbeing activities
the activity. to conduct in the classroom.
10 REFLECTION 13 TAKING CRICKET HOME
A simple activity for students to reflect at the Simple “at home videos” demonstrating easy to
end of the lesson. follow activities to complete at home as a family.
4
Australian Curriculum
And Physical Literacy
Cricket Australia’s Woolworths These lessons have been designed for ease of delivery
and to enhance a teacher’s capacity to achieve
Cricket Blast Cricket For All Program curriculum outcomes.
has been developed in alignment to Coaching for a physical literacy outcome reminds
the Australian Curriculum, Australian teachers to develop learners in a holistic way,
integrating the psychological, social, and cognitive
Physical Literacy Framework, aspects of movement along with the physical.
the Australian Cricket Coaching Deliverers need to consider physical literacy when
Philosophy and the Spirit of Cricket. running a session as this will increase the likelihood
of students engaging in cricket. Physically literate
students are more likely to continue the sport beyond
the school program.
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5
How Australian Cricket
Can Support You
We make it easier for schools to deliver curriculum outcomes
and create a healthy, active culture through cricket.
Engaging DELIVERY SUPPORT

Curriculum and RE WARD
Use cricket to invigorate Join our School Ambassador
your curriculum by network and gain access
delivering fun and unique to the support, resources
learning opportunities and knowledge you need to
for your students. easily deliver cricket inspired
content, whilst also being
rewarded for your efforts.
STRENGTHEN
YOUR CULTURE
Amplify your school’s
sporting culture to embed
regular physical activity
into your student’s lives.
6
Cricket
A Sport For All
Cricket is a sport for all
Australians regardless of gender,
cultural background, religion
The Spirit Of Cricket
or ability.
Cricket Australia’s ‘A Sport for All’ program is an award- Australians are justifiably proud of the
winning diversity and inclusion program that provides place cricket has in their daily lives.
expert tools and training to grow sustainable inclusive
participation at clubs, associations and beyond, catering However, what is equally important to all of us involved
to meet the needs of Australia’s diverse communities. in this great game, is the way that it is played and the
manner in which all cricketers conduct themselves.
The WWCB HPE program has been designed to cater for
students of ALL abilities. The program allows teachers to The Spirit of Cricket involves respect for:
easily adjust the program to ensure the best experience y Your teammates.
for all students regardless of ability. In each of the y Your opponents.
activities in this handbook you will see y The role of the teacher.
levels of progression in the section.
y The game’s traditional values.
These can be used as a starting
point to increase or decrease the In Woolworths Cricket Blast Health and PE
difficulty of activities. Remember this means students do the following:
no program is one-size fits all, so y Respect yourself.
customise and modify to ensure all I always give maximum effort during
students can be involved. FIND OUT MORE games and activities.
y Respect your teammates.
I am a helpful, supportive and respectful teammate.
Assistance y Respect diversity and inclusion.

I include and work well with everyone involved.
on y Respect the game, its volunteers
If you require any assistance or tips
from dive rse bac kgro unds, and your teachers.
integrating students
with a disa bility in you r I respect the game, it’s officials,
including students
ram , plea se con tact our volunteers and teachers who help.
WWCB HPE prog
w details:
Cricket Blast Helpdesk on the belo In every session there is a focus area for the Spirit of
et.com.au Cricket. Challenge students to focus on learning these
Email schoolambassadors@crick
253 8) behaviours during this block and beyond. Call out when
Phone 1800 CRICKET (274
you see this behaviour and even have a Spirit of Cricket
student of the week, who most exemplifies this focus area.
7
Australian Cricket
School Offerings PROUDLY
PRESENTED BY
FIND OUT MORE
SCHOOL The program aims to enhance a teachers capacity

AMBASSADOR to deliver on curriculum outcomes
PROGRAM whilst getting students healthy

and active.
ALL TEACHERS
MASCOT A free 4 week program that has students spending

10 mins a day developing fundamental motor skills
CHALLENGE that will lay the foundation for them to lead a
healthy and active life.
Year F – 2
Boys and girls get the opportunity

to bat, bowl and field in four action
School cup packed games of cricket in an active
and social setting – all on the one day
in a gala day format.
Year 3 – 10
A four week curriculum aligned

program that is fun and exciting for
HEALTH & PE students of all abilities and is simple for
teachers to deliver, regardless of your
cricket knowledge.
Year F – 10
Cricket Aligned to the Australian Curriculum, Cricket Smart

helps students to grasp and retain
smart knowledge using cricket as a
teaching tool.
Year 3 – 10
The Australian Sports Commission (ASC) has

SPORTING partnered with Cricket Australia to deliver sport
SCHOOLS before, during and after school
hours, via the network of aligned
organisations, coaches and teachers.
Year F – 12
ORGANISED Aligned to the Australian Cricket Junior Pathway,

SCHOOL these inter-school crickets competitions provide boys
CRICKET and girls the opportunity to play competitive cricket

at school with their peers.
Year 5 – 12
Wellbeing: Cricket Australia have created exciting new

resources to help connect Cricket back to the
Connection classroom. These fun and easy to follow lesson
to Classroom plans and activities help teachers satisfy the crucial
Social and Emotional Learning outcomes of the
Year F – 12 curriculum whilst engaging students in the process.
8
Cricket Australia Teacher
Professional Development
The Cricket Australia National Teacher
Professional Development program CRICKET CL ASSROOM
has been designed to give teachers the WEBINAR SERIES
knowledge and confidence to easily
deliver cricket programs in their schools.
This practical
program covers
y Linking sport to the
Australian Curriculum.
y Striking and Fielding.
y Student centred approach
to cricket lessons.
y How to cater to y Step into our virtual classroom where we’ll share
students of all abilities. with you everything you need to deliver curriculum
y Learning through play. aligned Health and Physical Education Programs.
y Maximising engagement to y Hear from education leaders on a range of topics
achieve learning outcomes. SIGN UP TODAY designed to support you to deliver impactful
cricket inspired Health and Physical Education
& Sport Programs.
y Can’t get to the webinar? No worries! Register
and you will be sent the recording along with other
links and resources after the webinar. Learn when
you want to at your own pace in your own time!
FIND OUT MORE
9
Wellbeing:
Connection
To Classroom FIND OUT MORE
Cricket Australia have created exciting new resources

to help connect cricket back to the classroom.
These fun and easy to follow lesson plans and
activities help teachers satisfy the crucial Social
and Emotional Learning outcomes of the curriculum
whilst engaging students in the process.
THE PROGRAM
Personal Wellbeing Community Wellbeing

Students will understand the meaning of wellbeing Students will build on their learnings
and explore their own wellbeing through a from unit 1 and 2 to explore wellbeing
range of experiences and techniques. within their communities.
Inspiring Women and Girls

Students will explore inspirational women throughout history to understand
what it means to affect change and make a difference.
10
Change It
The CHANGE IT approach is applicable to all WWCB HPE activities, ensuring
activities are engaging and adaptable for students of all abilities.
Coaching HOW and WHY CHANGE IT?

y Facilitate student centred coaching.
y Modify your teaching style to suit the needs of each
student – instructions, demonstrations, feedback.
SAFETY
Use CHANGE IT to ensure the
How to score playing environment is a safe one.
y Vary how to score so everyone can be included.
y Use it to make activity easier or harder.
SKILL DEVELOPMENT
Use CHANGE IT to progressively
Area develop skills (easier – harder).
Modify the playing area to:
y Change the y Make an activity
intensity of play. easier/harder. VARIETY
y Highlight tactical plays. y Make the activity safer.
Use CHANGE IT to:
� Provide variety.
Number of STUDENTS � Maintain interest.

� Experience different equipment.
y Highlight tactical plays.
y Use CHANGE IT to make activity more inclusive.
technical development
Game rules Use CHANGE IT to develop
technique in the game context.
Vary to:
Use ‘discrete coaching’ off to
y Make it easier or harder. y Vary the game experience.
y Make it inclusive.
the side, if and when required
y Highlight a skill
or tactical aspect. y See also ‘h’ and ‘n’. with selected students.
Equipment ACTIVITY LEVEL

Use different equipment to: Use CHANGE IT to change the
y Broaden the range of playing experience. intensity or duration of the activity.
y Make the activity easier/harder.
y Suit the abilities of all the children.
TACTICAL DEVELOPMENT
Use CHANGE IT to progressively
Inclusion develop tactical skill and thinking.
y Student centred coaching using CHANGE IT.
y Adapt or modify different aspects of the
activity so that everyone is included. INCLUSION
Use CHANGE IT to:
Time � Include all.

� Provide challenges that
y Vary the duration to impact on the match ability levels.
volume and intensity of the activity. � Foster teamwork.
11
Coaching Tips
For Teachers
Grip
Two fingers apart on top of the ball, and thumb underneath.
Run up
Bowling
Create momentum and move towards your target. Keep arms
close to the body and all body movements directed at the target.
Gather and back foot impact

Continued movement towards the target. Create a step/leap
depending on momentum, where your back foot impacts the
ground with your hips and shoulders aligned.
Weight transfer to front foot

y Drop your elbow as you plant your front foot.
y Once you begin to drop your elbow, allow your bowling arm
to fall to your side.
y Your weight then shifts to your lead leg.
y With your bowling arm, make a windmill motion.
y Keep your elbow straight rotate your arm behind you and
swing it over the top towards the batter. As this happens the
bowling shoulder thrusts forward.
Release
When your hand reaches the peak of your delivery arc (windmill
action arc), release the ball and allow it to roll off the tips of your
index and middle fingers. Remember to keep your arm straight.
Follow through
Bowling arm comes across the body and the bowler continues
to take steps or a run through to the direction of the target until
they complete the action and pull up.
Batting Grip
Two hands on the bat.
Stance
Stand side-on, feel balanced with knees slightly bent
and feet roughly shoulder width apart.
Backlift
Between wicket-keeper and second slip. Keep hands
close to body.
Eyes
Eyes level, head still to pick up cues and watch the ball.
Positioning
Move according to the line/length of the ball.
Swing
With timing have a free swing of the bat.
12
OVERARM Eyes
Throwing Eyes are focused on the target.
Body positioning
Get into a side-on position.
Front arm/elbow
Point at target and keep your elbow in line with it.
Throwing arm
Throwing arm nearly straightened behind the body,
elbow shoulder height or above and hand wider than elbow.
Step
Step towards the target with foot opposite to
throwing arm during the throw.
Transfer weight
Hip to shoulder rotation during the throw.
Throwing arm follows through down and across the body
and with balance the weight transfers to front foot.
UNDERARM
Throwing
EYES
Eyes are focused on the target.
Body positioning
Stay in front of the target.
Fingers
Point down, not at the ball.
Throwing arm
Move straight back and then straight
at the target, arms close to the body.
Step
Catching Step towards the target with
foot opposite to throwing arm
during the throw.
Eyes
Watch the ball all the way into hands.
Timing
With the right timing, hands move in
line with the ball.
Fingers
Depending on the ball flight, fingers
will point up, down or to the side.
Hands
Give with the ball to absorb the force.
13
Program
Equipment
Cricket School Ambassadors receive access to
discounted equipment at Cricket Australia’s online shop. VISIT THE SHOP
RECOMMENDED EQUIPMENT
for 24 students
2 ROPES (20M) 24 CONES

8 PLASTIC Bats
6 STUMPS Various Sizes
5 RED 10 WHITE 4 BLIND

RUBBER BALLS RUBBER BALLS CRICKET BALLS
4 SCORCHER 1 Whistle
BALLS Facilitator tip
Introduce a ‘junk
yard’ of equipment for
inquiry based learning
where students are able
to choose their own
equipment to create
their own games and
challenge themselves at
‘junkyard’ of equipment the appropriate level.
14
The Australian
Junior Cricket Pathway
The Junior Cricket Pathway
provides a path from
Woolworths Cricket Blast
all the way to Australian
and Big Bash Teams.
The Junior Cricket Pathway includes
a staged approach to help kids
develop the required skills in a fun
and action packed way. The stages
have been developed based on research,
testing and community feedback and are
considerate of the physical, mental and
emotional development of kids.
A key principle of the Australian Cricket
Pathway is to encourage players to participate
at the stage that is appropriate to their ability
level, therefore the ages outlined are indicative
only, and could vary for girls and boys based
on previous experience.
Woolworths Cricket Blast is the first step on the
pathway, and is made up of two levels: Junior Blasters is for
kids new to cricket, or still developing the fundamentals and Master Blasters is
for kids who have mastered the basics and can bowl with a straight arm over 14 metres.
15
Program
Alignment
The Australian Curriculum Sport Australia
FIND OUT MORE FIND OUT MORE
DOMAINS ELEMENTS
■ Movement skills ■ Stability/balance ■ Muscular endurance

PHYSICAL ■ Moving with equipment ■ Flexibility ■ Cardiovascular endurance
The skills and fitness a person acquires ■ Object manipulation ■ Agility ■ Reaction time
and applies through movement
■ Coordination ■ Strength ■ Speed
PSYCHOLOGICAL ■ Engagement & enjoyment ■ Self perception

■ Confidence ■ Self regulation (emotions)
The attitudes and emotions a person has
towards movement and the impact they have ■ Motivation ■ Self regulation (physical)
on their confidence and motivation to move ■ Connection to place
■ Relationships
SOCIAL ■ Collaboration
A person’s interaction with ■ Ethics
others in relation to movement
■ Society & culture
■ Content knowledge ■ Strategy & planning

COGNITIVE ■ Safety & risk ■ Tactics
A person’s understanding of how, ■ Rules ■ Perceptual awareness
why and when they move
■ Reasoning
16
Health & PE
Foundation
Program Overview Foundation
ACTIVITIES AUSTRALIAN LEARNING SUCCESS FOCUS EQUIPMENT SPIRIT OF
AND GAMES CURRICULUM INTENTION BADGES QUESTIONS REQUIRED CRICKET
ALIGNMENT
Crocodile Creek ACPMP008 To learn the I CAN show Why do we 1 ball per student Respect
Bowling Tag ACPMP009 movement 4 different need to move in 12 bats yourself.
skills movement different ways? I always give
SESSION 1
In The Water ACPMP009 connected skills in the 4 scorcher balls

How can you use maximum effort
Striking Levels ACPMP013 to cricket. lesson. your body to hit 6 stumps during games
Reflection: I CAN always a ball further? 24 cones and activities.
In the Water give my best 2 ropes
in all games.
Junk yard
of equipment
Kangaroo ACPMP012 To work I CAN use Why is it important to 1 ball per student Respect your
Catching All Stars ACPMP008 on 2 points correct grip keep your eyes on the 12 bats team mates.
connected and use ball when batting?
SESSION 2
Clear Your 4 scorcher balls I am a helpful,

to two- flat side of Why should you supportive
Cricket Backyard ACPMP014 hand strike. the bat. 6 stumps
stand side-on (like a and respectful
Batting Blast ACPMP009 I CAN help my skater) when batting? 24 cones team mate.
Reflection: classmates 2 ropes
Number and be a
Check Out good friend.
Skills Races ACPMP011 To work I CAN stand Where should you 20 balls Respect
Scorcher Ball ACPMP009 on 2 new side on when be looking when 8 bats diversity
points using the over- you catch a ball? and inclusion.
SESSION 3
Bowling connected arm throw. 4 scorcher balls

Fundamentals ACPMP014 Why is it important to I include and
to fielding I CAN work move our feet when 6 stumps work
Protect Your in cricket. well with playing cricket? 12 cones well with
Castle ACPMP013 everyone in everyone
2 ropes
Reflection: my class. involved.
Catch and Chat
Yes No Wait ACPMP012 To display I CAN use What are the 1 ball per student Respect the
Target Takedown ACPMP009 great ‘yes,’ ‘no’ different ways we 12 bats game, its
listening and ‘wait’ can communicate volunteers and
SESSION 4
Sneaky Singles ACPMP014 skills when clearly in to a team mate? 4 scorcher balls your teachers.
Rapid Fire Batting ACPMP013 learning the activities Why is it important 8 stumps I respect
Reflection: to run and games. to work as a team? 8 cones the game,
Balance between I CAN show its officials,
wickets. What happens if we 2 ropes
and Share respect to my don’t work as a team? volunteers
teacher and Junk yard and teachers
classmates. of equipment who help.
Australian Curriculum Focus Areas

ACPMP008 Practise fundamental movement skills and movement sequences using different body parts.
ACPMP009 Participate in games with and without equipment.
ACPMP010 Explore how regular physical activity keeps individuals healthy and well.
ACPMP011 Identify and describe how their body moves in relation to effort, space, time, objects and people.
ACPMP012 Cooperate with others when participating in physical activity.
ACPMP013 Test possible solutions to movement challenges through trial and error.
ACPMP014 Follow rules when participating in physical activity.
19
Session 1
45-60 Mins
Learning Intention
To learn the movement skills
connected to cricket
Fundamental
Movement Skills
SUCCESS BADGES FOCUS QUESTIONS

I CAN show 4 different Why do we need to move
movement skills in the lesson. in different ways?
I CAN always give my How can you use your body
best in all games. to hit a ball further?
ACTIVITIES AUSTRALIAN Physical Literacy Basic

TIME AND GAMES EQUIPMENT CURRICULUM Coaching Focus Coaching Tips
(Page 19)
Unofficial Start
1 ball per student,
2 ropes, lots of cones,
Crocodile Creek Simple FMS – Jump,
0-5 min 6 sets of stumps, ACPMP008 Movement Skills
(Page 62) jog, hop, skip and run.
other equipment to
use as obstacles
UNPACKING THE LESSON

5-10 min Learning Intention and Success Badges
Skills Activities
Bowling Tag 4 cones, 1 ball or See Bowling Coaching Tips
10-20 min ACPMP009 Coordination
(Page 75) sash per tagger (Page 12)
In The Water 1 ball per student, Bend the knees.

20-30 min ACPMP009 Movement Skills
(Page 66) 2 ropes Step, flip cone in one motion.
2 cones per pair,

Striking Levels ‘junkyard’ of equipment See Batting Coaching Tips
30-40 min ACPMP013 Confidence
(Page 106) for students to choose (Page 12)
a ball and bat
Reflection
40-45 min In The Water Debrief (Page 131)
Respect Yourself – I always give maximum effort in games and activities
EQUIPMENT CONNECTION TO CLASSROOM Taking Cricket Home

Check out more lesson ideas Try Jump Over
from the ICC T20 World The Bat with your
JUNK YARD 6 12 Cup Schools Program family at home
OF EQUIPMENT
1 4 24 2
Per
student
FIND OUT MORE Watch VIDEO
20
Session 2
45-60 Mins
Learning Intention
To work on 2 points
connected to two-hand strike
Fundamental
Movement Skills

I CAN use correct grip and Why is it important to keep your
use flat side of the bat. eyes on the ball when batting?
I CAN help my classmates Why should you stand side-on
and be a good friend. (like a skater) when batting?

(Page 19)
Unofficial Start
2 ropes, Spatial awareness.
Kangaroo Look before you run.
0-5 min items to be used to ACPMP012 Culture & Society
(Page 120)
create obstacles Vary locomotion skills.

Skills Activities
Catching All Stars Per pair: Object See Catching Coaching Tips
10-20 min ACPMP008
(Page 77) 1 cone, 1 ball Manipulation (Page 13)
Clear Your 8 cones, 4 balls,

See Cricket Coaching Tips
20-30 min Backyard 2 scorcher balls, ACPMP014 Collaboration
(Pages 12 - 13)
(Page 94) 2 ropes
Per group:
2 bats, 2 cones,
Batting Blast See Batting Coaching Tips
30-40 min 2 ropes, 2 sets of ACPMP009 Confidence
(Page 103) (Page 12)
stumps, 1 small ball,
1 scorcher ball
Reflection
40-55 min Number Check Out (Page 132)
Respect Teammates – I am a respectful supportive and helpful team mate
CONNECTION TO CLASSROOM Taking Cricket Home

Check out more lesson ideas Try Roll It Under
from the ICC T20 World with your family
6 12
EQUIPMENT Cup Schools Program at home
1 4 24 2
Per
student
21
Session 3
45-60 Mins
Learning Intention
To work on 2 new
points connected to
fielding in Cricket
Fundamental
Movement Skills

I CAN stand side on when Where should you be looking
using the over-arm throw. when you catch a ball?
I CAN work well with Why is it important to move our
everyone in my class. feet when playing cricket?

(Page 19)
Unofficial Start
Skills Races 8 cones, 20 balls, Object See Cricket Coaching Tips
0-5 min ACPMP011
(Page 70) 2 ropes, 8 stumps Manipulation (Pages 12 - 13)

Skills Activities
8 cones,
Scorcher Ball 4+ balls, Engagement See Cricket Coaching Tips
10-20 min ACPMP009
(Page 97) 2+ scorcher balls, and Enjoyment (Pages 12 - 13)
2 ropes
Per group:
Bowling
1 cone per pair, See Bowling Coaching Tips
20-30 min Fundamentals ACPMP014 Coordination
1 ball, 2 ropes, (Page 12)
(Page 93)
1 set of stumps
Per group:
Protect Your 4 cones, 1 ball,
See Batting Coaching Tips
30-40 min Castle 1 scorcher ball, ACPMP013 Confidence
(Page 12)
(Page 104) 1 set of stumps, 1 bat,
items for targets
Reflection
40-45 min Catch and Chat (Page 129)
Respect Classmates and be inclusive – I will include and work well with all my peers

Check out more lesson ideas Try Balloon Bonanza
6 8
20 4 12 2
22
Session 4
45-60 Mins
Learning Intention
To display great listening
skills when learning to
run between wickets
Fundamental
Movement Skills

I CAN use ‘yes,’ ‘no’ and ‘wait’ What are the different ways we can
clearly in the activities and games. communicate to a team mate?
I CAN show respect to my Why is it important to work as a team?
teacher and classmates. What happens if we don’t work as a team?

(Page 19)
Unofficial Start
1 ball per student,
Yes No Wait 1 bat or stump Clear and loud
0-5 min ACPMP012 Collaboration
(Page 89) per student, communication.
2 stumps, 2 ropes

Skills Activities
2 ropes, 2 cones,
Target Takedown 1 ball, 1 scorcher ball, See Cricket Coaching Tips
10-20 min ACPMP009 Motivation
(Page 99) junk yard of equipment (Pages 12 - 13)
for building targets
Look for and listen to any cues

Per group: and respond accordingly.
Sneaky Singles
20-30 min 1 ball per student, ACPMP014 Tactics
(Page 85) Move towards the target in
1 rope
a straight line.
Per group:
Rapid Fire Batting See Cricket Coaching Tips
30-40 min 2 cones, 1 ball, ACPMP013 Confidence
(Page 113) (Page 12)
1 set of stumps, 1 bat
Reflection
40-45 min Balance and Share (Page 127)
Respect The game, teachers and volunteers – I respect the game, its officials, volunteers and teachers who help.

Check out more lesson ideas Try Target Takedown
JUNK YARD 8 12 Cup Schools Program at home
OF EQUIPMENT
1 4 8 2
Per
student
23
FOUNDATION
Assessment Rubric DOWNLOAD PDF
NAME
Australian Striking Level 1 Level 2 Level 3

Curriculum & Fielding Goal All should be able Most should be able Some should be able Score
Focus Areas Pillars to achieve this level to achieve this level to achieve this level
On most
When prompted, Students
Cooperate with To work occasions,
students can can always
others when with their students can
communicate and communicate and
participating partners and communicate and
work well with work well with
in physical Application communicate work well with
their partners their partners
activity. clearly across their partners
in two-hand in two-hand
activities and in two-hand
ACPMP012 strike activities strike activities
games. strike activities
and games. and games.
and games.
Participate in
games with Students can Students can Students can
To demonstrate
and without demonstrate demonstrate demonstrate
awareness,
equipment and awareness, play awareness, play awareness,
Attitude play all games
follow rules. a few games most games play all games
safely and
safely and safely and safely and
ACPMP014 follow the rules.
follow all rules. follow all rules. follow all rules.
ACPMP009
Practice
Fundamental Students trap a
To strike a Students strike
Movement Skills Mechanical large moving ball Students strike a
moving ball at a medium
using different and with their foot large moving ball
the students’ moving ball with
body parts. Technical and strike the ball with confidence.
level of choice. confidence.
with confidence.
ACPMP008
Test possible Students are Students use on

To make the Students can use
solutions to starting to make most occasions
appropriate the appropriate
movement the appropriate the appropriate
Thinking decision to decision to
challenges decision to decision to
and achieve success achieve success
through trial achieve success achieve success
Tactical when throwing/ when throwing/
and error. when throwing/ when throwing/
bowling at bowling at
bowling at bowling at
ACPMP013 a target. a target.
a target. a target.
Identify and Students are

To be able to Students are Students are able
describe how able to, on most
run through beginning to run to run through
their body occasions, run
space with through space space with
moves in relation Thinking through space
control whilst with control whilst control whilst
to space, and with control whilst
participating participating participating
time, objects Tactical participating
across various across various across various
and people across various
activities and activities and activities and
activities and
ACPMP011 games. games. games.
games.
To be able to Students are

Students are Students are
Explore how share how able to, on most
beginning to able to clearly
regular physical they feel after occasions,
describe how describe how
activity keeps participating in describe how
they feel after they feel after
individuals activities games they feel after
Reflective participating participating
healthy connected to participating
in games and in games and
and well. movement. eg. in games and
activities to activities to
Which games activities to
ACPMP010 a partner or a partner or
did you move a partner or
whole class. whole class.
the most in? whole class.
TOTAL SCORE
24
BUILD Your Own
FOUNDATION
NAME

TOTAL SCORE
25
BUILD Your Own NEED
Foundation
URL
HPE PROGRAM DOWNLOAD PDF

ALIGNMENT
SESSION 1
SESSION 2
SESSION 3
SESSION 4
26
Health & PE
Year 1-2
Program Overview Year 1-2
ALIGNMENT
Crocodile Creek ACPMP028 To improve I CAN show What are some of the 1 ball per Respect
Derby Cones ACPMP032 the 6 different physical changes to your student yourself.
movement movement body when participating 12 bats I always give
In The Water ACPMP029
SESSION 1
skills skills in the in cricket activities? maximum effort

Batting Blast ACPMP025 connected lesson. 4 scorcher
Why do we need to have balls during games
Reflection: to cricket. I CAN always soft hands when catching? and activities.
In the Water give my best 6 stumps
Why do we need to
in all games. bend our knees when 1 cone per
fielding a ball? student
2 ropes
Tarnambai ACPMP030 To identify I CAN stand What will help you get 12 balls Respect your
Catching an area side on. the ball closer to the 4 scorcher team mates.
All Stars ACPMP025 I need to I CAN help my target when throwing? balls I am a helpful,
SESSION 2
improve classmates Why do we step towards supportive

Scorcher Ball ACPMP027 on most 12 cones
and be a the target when throwing? and respectful
Clear Your to further good friend. 2 ropes team mate.
Backyard ACPMP032 catching Why do we need to have
and soft hands when catching?
Reflection:
Roll and Chat throwing Why do we need to
skills. bend our knees when
fielding a ball?
Captain’s Circuit ACPMP025 To focus on I CAN move Where should our eyes 1 ball per Respect
Skittle the my greatest my body to be when we are batting? student diversity and
Stumps ACPMP029 two-hand get in the best What do we do with 8 bats inclusion.
SESSION 3
strike position to our feet when the ball I include and|

Knock ’Em Down, strengths strike the ball. 4 scorcher
Build ’Em Up ACPMP030 is coming towards balls work well with
and take I CAN work us when batting? everyone
Protect Your them to well with 8 stumps involved.
Castle ACPMP027 the next everyone in 24 cones
Reflection: level when my class.
striking a 2 ropes
Catch and Chat
moving ball.
Diyari Koolchee ACPMP031 To learn how I CAN use Is our elbow straight or 1 ball per Respect the
Yes No Wait ACPMP030 to protect ‘yes,’ ‘no’ bent when bowling? student game, its
our stumps and ‘wait’ What does your bowling 8 bats volunteers and
Throwing Range ACPMP025
SESSION 4
or an area clearly in action need to look like your teachers.

Protect of space the activities 6 scorcher
when you are bowling? balls I respect
Your Castle ACPMP027 behind and games. the game,
Reflection: us when I CAN show 8 stumps its officials,
Balance performing respect to my 24 cones volunteers
and Share the two- teacher and and teachers
handed 1 rope
classmates. who help.
strike.

ACPMP025 Perform fundamental movement skills in a variety of movement sequences and situations.
ACPMP027 Create and participate in games with and without equipment.
ACPMP028 Discuss the body’s reaction to participating in physical activity.
ACPMP029 Incorporate elements of effort, space, time, objects and people in performing simple movement sequences.
ACPMP030 Use strategies to work in group situations when participating in physical activity.
ACPMP031 Propose a range of alternatives and test their effectiveness when solving movement challenges.
ACPMP032 Identify rules and fair play when participating in physical activities.
29
Session 1
45-60 Mins
Learning Intention
To improve the movement skills
Fundamental
Movement Skills

I CAN show 6 different What are some of the physical changes to your
movement skills in the lesson. body when participating in Cricket Activities?
I CAN always give my Why do we need to have soft hands when catching?
best in all games. Why do we need to bend our knees when fielding a ball?

(Page 29)
Unofficial Start
1 ball per student, 2 ropes,
lots of cones,
Crocodile Creek Simple FMS – Jump,
0-5 min 6 sets of stumps, ACPMP028 Movement Skills
(Page 62) jog, hop, skip and run.
other equipment
to use as obstacles

Skills Activities
Spatial awareness.
Derby Cones 1 cone per student, Look before you run.
10-20 min ACPMP032 Agility
(Page 78) 1 ball per student
Vary locomotion skills.
Bend the knees.

In The Water 1 ball per student,
20-30 min ACPMP029 Movement Skills Watch the ball into
(Page 66) 2 ropes
your hands.
Per group:
Batting Blast 2 bats, 2 cones, 2 ropes, See Batting Coaching Tips
30-40 min ACPMP025 Confidence
(Page 103) 2 sets of stumps, (Page 12)
1 small ball, 1 scorcher ball
Reflection
40-45 min In The Water Debrief (Page 131)

Check out more lesson ideas Try Cricket Adventure
from the ICC T20 World Course with your
6 12
EQUIPMENT Cup Schools Program family at home
1 4 1 2
Per Per
student student
30
Session 2
45-60 Mins
Learning Intention
To identify an area I need to
improve on most to further
catching and throwing skills
Fundamental
Movement Skills

I CAN stand side on What will help you get the ball closer
when throwing. to the target when throwing?
I CAN help my classmates Why do we step towards the target when throwing?
and be a good friend. Why do we need to have soft hands when catching?
Why do we need to bend our knees when fielding a ball?

(Page 29)
Unofficial Start
2 ropes or
Tarnambai existing lines, See Underarm Throwing
0-5 min ACPMP030 Culture & Society
(Page 122) 1 ball per pair Coaching Tips (Page 13)
or group

Skills Activities
Per pair:
Catching All Stars Object See Catching Coaching Tips
10-20 min 1 cone, ACPMP025
(Page 77) Manipulation (Page 13)
1 ball
8 cones,
Scorcher Ball 4+ balls, Engagement See Cricket Coaching Tips
20-30 min ACPMP027
(Page 97) 2+ scorcher balls, and Enjoyment (Pages 12 - 13)
2 ropes
8 cones,
Clear Your
4 balls, See Cricket Coaching Tips
30-40 min Backyard ACPMP032 Collaboration
2 scorcher balls, (Pages 12 - 13)
(Page 94)
2 ropes
Reflection
40-45 min Roll and Share (Page 133)

Check out more lesson ideas Try Roll It Under
12 4 12 2
31
Session 3
45-60 Mins
Learning Intention
To learn the movement skills
Fundamental
Movement Skills

I CAN show 4 different Why do we need to move
movement skills in the lesson. in different ways?
I CAN always give my How can you use your body
best in all games. to hit a ball further?

(Page 29)
Unofficial Start
Captain’s Circuit Lots of equipment, Object Simple FMS – Jump,
0-5 min ACPMP025
(Page 61) 1 ball per student Manipulation jog, hop, skip and run.

Skills Activities
2 ropes,
Skittle the Stumps 8 cones, See Cricket Coaching Tips
(Page 98) 1 ball and 1 set of (Pages 12 - 13)
stumps per student
Per group:
Knock ’Em Down, 8 cones, 1 ball,
20-30 min Build ’Em Up 1 scorcher ball, ACPMP030 Motivation
(Pages 12 - 13)
(Page 96) 2 ropes,
1 set of stumps
Per group:
(Page 12)
items for targets
Reflection

Check out more lesson ideas Try Batting
from the ICC T20 World Adventure with
8 8
EQUIPMENT Cup Schools Program your family at home
1 4 24 2
Per
student
32
Session 4
45-60 Mins
Learning Intention
To work on 2 points
connected to two-hand strike
Fundamental
Movement Skills

I CAN use correct grip and Why is it important to keep your
use flat side of the bat. eyes on the ball when batting?
I CAN help my classmates Why should you stand side-on
and be a good friend. (like a skater) when batting?

(Page 29)
Unofficial Start
Diyari Koolchee 1 ball and 1 stump base per See Underarm Throwing
0-5 min ACPMP031 Culture & Society
(Page 119) student, 1 rope per group Coaching Tips (Page 13)

Skills Activities
1 ball per student,
Yes No Wait Clear and loud
10-20 min 1 bat or stump per student, ACPMP030 Collaboration
(Page 89) communication.
2 stumps, 2 ropes
1 ball per student,

6 scorcher balls, 1 rope,
Throwing Range 8 sets of stumps, See Cricket Coaching Tips
(Page 87) lots of cones, (Pages 12 - 13)
other items to be
used as targets
Per group:
(Page 12)
items for targets
Reflection
40-45 min Balance and Share (Page 127)

Check out more lesson ideas Try Bowling
from the ICC T20 World Battleships with
8 8
EQUIPMENT Cup Schools Program your family at home
1 6 24 1
Per
student
33
Year 1-2
NAME

Use strategies To work well When prompted, On most occasions,

Students can always
to work in with their students can students can
communicate and
groups when partners and communicate and communicate and
work well with their
participating in Application communicate work well with their work well with their
partners in two-
physical activity. clearly across partners in two- partners in two-
hand strike activities
activities and hand strike activities hand strike activities
ACPMP030 and games.
games. and games. and games.
With teacher direction

Create and On most occasions, Students always
students position
participate in Understand a students position position themselves
themselves at a safe
games whilst safe position themselves at a safe at a safe distance
distance away from
following Application and distance in distance away from away from their
their your classmates
the rules. and Attitude relation to your their classmates when classmates when
when experiencing
classmates when experiencing activities experiencing activities
ACPMP027 activities and
using equipment. and games connected and games connected
ACPMP032 games connected
to two-hand strike. to two-hand strike.
to two-hand strike.
Perform
fundamental
movement skills To strike a
in a variety Mechanical Students strike a Students strike a Students strike a
moving ball at
of movement and large moving ball medium moving ball small moving ball
the students’
sequences and Technical with confidence. with confidence. with confidence.
level of choice.
situations.
ACPMP025
Incorporate To be able to
elements of execute key
effort, space, locomotor skills, With teacher On most occasions,
Students always
time, objects as well as static direction students students are able
Mechanical perform non-
and people and dynamic are able to perform to perform non-
and locomotor and
in performing balances with non-locomotor and locomotor and
Technical locomotor skills
simple movement control whilst locomotor skills with locomotor skills
with control.
sequences. participating increasing control. with control.
in games and
ACPMP029 activities.
Propose a range To use the Students can use

With teacher
of alternatives appropriate Students can, on most basic strategies to
guidance, students
and test their throw to achieve occasions, use the improve performance.
can use the
effectiveness success when appropriate throw Students can use the
Thinking appropriate throw
when solving throwing down to achieve success appropriate throw
and Tactical to achieve success
movement a target. eg. when throwing down a to achieve success
when throwing down a
challenges. Overhand, target. eg. Overhand, when throwing down a
target. eg. Overhand,
underarm, underarm, rolling etc target. eg. Overhand,
ACPMP031 underarm, rolling etc.
rolling etc. underarm, rolling etc
To be able
to clearly Students are able to,
Students are Students are able
Discuss the describe how on most occasions,
beginning to describe to clearly describe
body’s reaction they feel after describe how they feel
how they feel after how they feel after
to participating in participating after participating
Reflective participating in games participating in games
physical activity. in games to in games to a
to a partner or whole to a partner or whole
a partner or partner or whole
ACPMP028 class. eg. Energised, class. eg. Energised,
whole class. class. eg. Energised,
sweaty, tired. sweaty, tired.
eg. Energised, sweaty, tired.
sweaty, tired.
TOTAL SCORE
34
BUILD Your Own
Year 1-2
NAME

TOTAL SCORE
35
BUILD Your Own
Year 1-2

ALIGNMENT
SESSION 1
SESSION 2
SESSION 3
SESSION 4
36
Health & PE
Year 3-4: Middle Primary
ALIGNMENT
Tarnambai ACPMP048 Work in I CAN create What are some 1 ball per Respect
Saving Runs ACPMP047 collaboration an inclusive of the physical student yourself.
with others game that changes to 6 bats I always give
Catching when further involves Striking your body when
All Stars ACPMP043 4 scorcher balls maximum effort
developing and Fielding participating in
SESSION 1
during games
Anywhere various Game skills. cricket activities? 8 stumps and activities.
Cricket ACPMP050 movement I CAN work in Why do we need 24 cones
Reflection: skills collaboration to have soft hands
connected 2 ropes
Bounce with others when catching?
and Share to Striking which includes Junk yard
and Fielding Why do we of equipment
resolving minor need to bend
Games. conflicts. our knees when
fielding a ball?
Joker Catch ACPMP045 To further I CAN make the What will help 1 ball per Respect your
Skills Races ACPMP043 develop the appropriate you get the ball student team mates.
movement choice on how closer to the target 6 bats I am a helpful,
Target
SESSION 2
skills to throw based when throwing? supportive

Takedown ACPMP047 connected on distance. 4 scorcher balls
Why do we step and respectful
Anywhere to Striking I CAN strike towards the target 8 stumps team mate.
Cricket ACPMP050 and Fielding a small when throwing? 24 cones
Reflection: Games. moving ball 2 ropes
Catch and Chat consistently.
Junk yard
of equipment
Diyari Koolchee ACPMP049 To minimise I CAN stay in What does your 1 ball per Respect
Captain’s Circuit ACPMP043 the chances when batting. bowling action student diversity and
of going I CAN identify need to look like 6 bats inclusion.
Knock ’Em Down, out when when you are
SESSION 3
Build ’Em Up ACPMP048 the approach 4 scorcher balls I include and

batting and speed that bowling? work well with
Pairs Cricket ACPMP050 bowl with a allows me to (ie. like a star, 8 stumps everyone
Reflection: straight arm. bowl with a or a cartwheel) 24 cones involved.
Tap Out straight arm Why do we need 2 ropes
successfully. to have our arm
high as possible
when bowling?
Protect To strike a I CAN strike Why is it important 1 ball per Respect the
Your Cone ACPMP043 moving ball the ball away to focus on the student game, its
Teamwork Test ACPMP050 with control from fielders gaps and not 6 bats volunteers and
SESSION 4
when batting to maximise the fielders your teachers.

Scoring Zones ACPMP047 and land the run scoring. when batting? 4 scorcher balls
I respect
Pairs Cricket ACPMP050 ball in good I CAN work Where should 8 stumps the game,
Reflection: areas when positively in our eyes be when 24 cones its officials,
Share and Go bowling. small groups. we are striking volunteers
2 ropes
the ball? and teachers
4+ sashes who help.

ACPMP043 Practice and refine fundamental movement skills in a variety of movement sequences and situations.
ACPMP045 Practice and apply movement concepts and strategies with and without equipment.
ACPMP047 Combine elements of effort, space, time, objects and people when performing movement sequences.
ACPMP048 Adopt inclusive practices when participating in physical activity.
ACPMP049 Apply innovative and creative thinking in solving movement challenges.
ACPMP050 Apply basic rules and scoring systems, and demonstrate fair play when participating in physical activities.
39
Session 1
45-60 Mins
Learning Intention
Work in collaboration with others
when further developing various
movement skills connected to
Striking and Fielding Games
Fundamental
Movement Skills

I CAN create an inclusive game that involves What are some of the physical changes to your
Striking and Fielding Game skills. body when participating in cricket activities?
I CAN work in collaboration with others which Why do we need to have soft hands when catching?
includes resolving minor conflicts. Why do we need to bend our knees when fielding a ball?

(Page 39)
Unofficial Start
Tarnambai 2 ropes or existing lines, See Underarm Throwing
0-5 min ACPMP048 Society & Culture
(Page 122) 1 ball per pair or group Coaching Tips (Page 13)

Skills Activities
1 ball per student,
Saving Runs 2 ropes, 10 cones, See Cricket Coaching Tips
10-20 min ACPMP047 Tactics
(Page 83) objects to be used (Pages 12 - 13)
as barriers
Catching All Stars Per pair: Object See Catching Coaching Tips
20-30 min ACPMP043
(Page 77) 1 cone, 1 ball Manipulation (Page 13)
Per group:
2 cones, 1 ball,
Anywhere Cricket Use your imagination
30-40 min 1 set of stumps, 1 bat, ACPMP050 Collaboration
(Page 109) – get creative!
junk yard of equipment
for the class
Reflection
40-45 min Bounce and Share (Page 128)

Check out more lesson ideas Try Yes No Wait
from the ICC T20 World with your
OF EQUIPMENT
1 4 24 2
Per
student
40
Session 2
45-60 Mins
Learning Intention
To further develop the
movement skills connected to
Striking and Fielding games
Fundamental
Movement Skills

I CAN make the appropriate choice on What will help you get the ball closer
how to throw based on distance. to the target when throwing?
I CAN strike a small moving Why do we step towards
ball consistently. the target when throwing?

(Page 39)
Unofficial Start
Joker Catch Engagement See Catching and Throwing
0-5 min 1 ball per pair ACPMP045
(Page 67) and Enjoyment Coaching Tips (Pages 12 - 13)

Skills Activities
Skill Races 8 cones, 20 balls, Object See Cricket Coaching Tips
10-20 min ACPMP043
(Page 70) 2 ropes, 8 stumps Manipulation (Pages 12 - 13)
2 ropes, 2 cones,
Target Takedown 1 ball, 1 scorcher ball, See Cricket Coaching Tips
(Page 99) junk yard of equipment (Pages 12 - 13)
Per group:
2 cones, 1 ball,
for the class
Reflection

JUNK YARD 8 6 Cup Schools Program your family at home
OF EQUIPMENT
1 4 24 2
Per
student
41
Session 3
45-60 Mins
Learning Intention
To minimise the chances of
going out when batting and
bowl with a straight arm
Fundamental
Movement Skills

I CAN stay in when batting. What does your bowling action need to look like when
I CAN identify the approach speed you are bowling (ie. like a star, or a cartwheel)?
that allows me to bowl with Why do we need to have our arm as
a straight arm successfully. high as possible when bowling?

(Page 39)
Unofficial Start
1 ball and 1 stump
Diyari Koolchee See Underarm Throwing
0-5 min base per student, ACPMP049 Society & Culture
(Page 119) Coaching Tips (Page 13)
1 rope per group

Skills Activities
Captain’s Circuit Lots of equipment, Object See Cricket Coaching Tips
10-20 min ACPMP043
(Page 61) 1 ball per student Manipulation (Pages 12 - 13)
Per group:
(Page 12)
(Page 96) 2 ropes,
1 set of stumps
Per group:
1 ball, 1 scorcher ball,
Pairs Cricket See Cricket Coaching Tips
30-40 min 2 bats, ACPMP050 Rules
(Page 112) (Pages 12 - 13)
2 sets of stumps,
10 cones
Reflection
40-45 min Tap Out (Page 135)

Check out more lesson ideas Try Catching Minute
from the ICC T20 World To Win It! with your
8 6
EQUIPMENT Cup Schools Program family at home
1 4 24 2
Per
student
42
Session 4
45-60 Mins
Learning Intention
To strike a moving ball with
control when batting and land the
ball in good areas when bowling
Fundamental
Movement Skills

I CAN strike the ball away from Why is it important to focus on the gaps
fielders to maximise run scoring. and not the fielders when batting?
I CAN work positively Where should our eyes be when
in small groups. we are striking the ball?

(Page 39)
Unofficial Start
Bend the knees when
Protect Your Cone 2 cones and Engagement picking up the ball.
0-5 min ACPMP043
(Page 68) 1 ball per pair and Enjoyment Look out for class mates
around you.

Skills Activities
Per group:
Teamwork Test See Catching and Throwing
10-20 min 20 cones, 1 ball, ACPMP050 Tactics
(Page 86) Coaching Tips (Pages 12 - 13)
4 team sashes
Scoring Zones Per group: Object See Cricket Coaching Tips

20-30 min ACPMP047
(Page 105) 8 cones, 1 ball, 1 bat Manipulation (Pages 12 - 13)
Per group:
1 ball, 1 scorcher ball,
Pairs Cricket See Cricket Coaching Tips
(Page 112) (Pages 12 - 13)
2 sets of stumps,
10 cones
Reflection
40-45 min Share and Go (Page 134)

Check out more lesson ideas Try Target Cricket
1 4 from the ICC T20 World with your family
Per
student 8 6 Cup Schools Program at home
12
24 2
43
Year 3-4
NAME

With teacher With some

direction, students teacher guidance, Students are able
To demonstrate
Adopt inclusive are able to students are able to demonstrate
a willingness to
practices when demonstrate a to demonstrate a willingness to
adapt/ modify a
participating in willingness to adapt a willingness to adapt or modify the
Application game or groups
physical activity. or modify the game adapt or modify the game or groupings
to ensure that
or groupings to game or groupings to ensure that
ACPMP048 everyone feels
ensure that everyone to ensure that everyone is included
included.
is included and everyone is included and feels valued.
feels valued. and feels valued.
Practice and
apply movement To use different Students can Students can use
Students can use
concepts and Thinking equipment use equipment a range of pre-
different equipment
strategies with and and to create a provided to them to selected equipment
to create a modified
without equipment Tactical modified version create a modified to create a modified
version of cricket.
of cricket. version of cricket. version of cricket.
ACPMP045
Combine elements
of effort, space, Students are
Students are able to
time, objects To bowl with a beginning to Students are able to
demonstrate bowling
and people Mechanical straight arm at demonstrate bowling demonstrate bowling
with a straight arm
when performing and the appropriate with a straight arm with a straight arm
and choosing an
movement Technical speed for and choosing an and can vary speed,
appropriate speed to
sequences. accuracy. appropriate speed to length and accuracy.
increase accuracy.
increase accuracy.
ACPMP047
Practice and refine Students can strike

fundamental the ball across
Students can strike
movement skills Students can boundaries or vast
To use strategies the ball into gaps
in a variety Mechanical strike the ball to distances without
to ensure they to score runs whilst
of movement and protect their wicket being caught to
stay in when protecting their
sequences and Technical and staying in score runs whilst
batting. wicket and staying
situations. when batting. protecting their
in when batting.
wicket and staying
ACPMP043 in when batting.
To demonstrate With teacher

With prompting
Apply basic rules an ability of guidance, students Students are able
students are able
and scoring recognising are able to to demonstrate an
to demonstrate an
systems, and unfairness demonstrate an ability of recognising
ability of recognising
demonstrate Attitude and exclusion ability of recognising unfairness and
unfairness and
fair play when and in a game unfairness and exclusion in a
exclusion in a
participating in Behaviour situation and exclusion in a game situation
game situation
physical activities. implementing game situation and implementing
and implementing
solutions to and implementing solutions to overcome
ACPMP050 solutions to overcome
overcome solutions to overcome these issues
these issues
these issues these issues
To use the most

appropriate
Apply innovative throw to achieve Teachers guide the With some teacher
The student makes
and creative success when student/s in making support, the student
their own decisions
thinking in solving throwing down a decisions on what makes decisions on
on what is the best
movement Reflective target eg. when is the best throw what the best throw
throw to use based
challenges. to roll, throw to use based on is to use based on
on distances, target
underarm or distances, target distances, target
ACPMP049 size and situation.
throw overarm size and situation. size and situation.
across various
distances.
TOTAL SCORE
44
BUILD Your Own
Year 3-4
NAME

TOTAL SCORE
45
BUILD Your Own
Year 3-4

ALIGNMENT
SESSION 1
SESSION 2
SESSION 3
SESSION 4
46
Health & PE
Year 5- 6: Upper Primary
ALIGNMENT
Tarnambai ACPMP066 To lead, share I CAN work in Why is it 1 ball per student Respect
Skill Races ACPMP061 ideas and collaboration to important to have 6 bats yourself.
respectfully create a small-sided loud and clear I always give
Catching disagree when inclusive Striking communication 4 scorcher balls
maximum
SESSION 1
All Stars ACPMP061 building your and Fielding Game. when running 8 stumps effort during
Anywhere small-sided I CAN focus between the 24 cones games and
Cricket ACPMP067 Striking and on others and wickets? activities.
Fielding Game. 2 ropes
Reflection: respectfully disagree How does hitting
Tap Out with group members. the ball to gaps Junk yard
assist with of equipment
running between
the wickets?
Reaction Grid ACPMP064 To strike a ball I CAN make Why is it important 1 ball per student Respect
Saving Runs ACPMP065 into gaps when appropriate choices to have soft hands 6 bats your team
batting and with bat and ball size when catching? mates.
Target 4 scorcher balls
SESSION 2
restrict the to further challenge Do you need to I am a

Takedown ACPMP061 batters from myself in games. 8 stumps
throw the ball as helpful,
Anywhere scoring runs I CAN field in a hard as you can 24 cones supportive
Cricket ACPMP067 when fielding. position where a to be accurate? and
2 ropes
Reflection: batter is likely to How can we respectful
Turn and Talk strike the ball. Junk yard team mate.
make this easier of equipment
or harder?
Diyari To strike a I CAN hit in more Is it more 1 ball per student Respect
Koolchee ACPMP066 ball across than one area of the important to bowl 6 bats diversity
Teamwork Test ACPMP069 different areas ground when batting. fast or accurately? and
SESSION 3
of the field 4 scorcher balls inclusion.

Knock ’Em I CAN make the Why is it important
when batting appropriate 8 stumps I include
Down, Build and get the to work as a team?
’Em Up ACPMP068 decisions when 24 cones and work
batters out fielding and throwing well with
Pairs Cricket ACPMP067 when fielding. 2 ropes
to maximise the everyone
Reflection: chance of running 12 team sashes involved.
Share and Go out the batter.
Protect To strike a I CAN make decisions Why is it 1 ball per student Respect the
Your Cone ACPMP063 ball with to defend or attack important to focus 6 bats game, its
Capture appropriate depending on the on the gaps and volunteers
power across game situation. not the fielders 4 scorcher balls and your
The Flag ACPMP064
SESSION 4
many areas of I CAN communicate when batting? 8 stumps teachers.

Scoring Zones ACPMP065 the field when with fellow group Where should 24 cones I respect
Pairs Cricket ACPMP067 batting and members to set our eyes be when the game,
set a field to 2 ropes
Reflection: a field that adds we are striking its officials,
Greetings add pressure pressure and the ball? 12 team sashes volunteers
Check Out and restrict restricts the batting and teachers
the batting team in scoring. who help.
team from
scoring runs.

ACPMP061 Practise specialised movement skills and apply them in a variety of movement sequences and situations.
ACPMP063 Propose and apply movement concepts and strategies with and without equipment.
Participate in physical activities designed to enhance fitness, and discuss the impact regular participation can have
ACPMP064
on health and wellbeing.
ACPMP065 Manipulate and modify elements of effort, space, time, objects and people to perform movement sequences.
Participate in physical activities from their own and others’ cultures, and examine how involvement creates community
ACPMP066
connections and intercultural understanding,
ACPMP067 Participate positively in groups and teams by encouraging others and negotiating roles and responsibilities.
ACPMP068 Apply critical and creative thinking processes in order to generate and assess solutions to Movement Challenges.
ACPMP069 Demonstrate ethical behaviour and fair play that aligns with rules when participating in a range of physical activities.
49
Session 1
45-60 Mins
Learning Intention
To lead, share ideas and
respectfully disagree when
building your small-sided
Striking and Fielding game
Fundamental
Movement Skills

I CAN work in collaboration to create a Why is it important to have loud and clear
small-sided inclusive Striking and Fielding Game. communication when running between the wickets?
I CAN focus on others and respectfully How does hitting the ball to gaps assist
disagree with group members. with running between the wickets?

(Page 49)
Unofficial Start
Tarnambai 2 ropes or existing lines, See Underarm Throwing
0-5 min ACPMP066 Society & Culture
(Page 122) 1 ball per pair or group Coaching Tips (Page 13)

Skills Activities
8 cones,
Skill Races 20 balls, Object See Cricket Coaching Tips
10-20 min ACPMP061
(Page 70) 2 ropes, Manipulation (Pages 12 - 13)
8 stumps
Per pair:
Catching All Stars Object See Catching Coaching Tips
20-30 min 1 cone, ACPMP061
(Page 77) Manipulation (Page 13)
1 ball
Per group:
2 cones,
1 ball,
30-40 min 1 set of stumps, ACPMP067 Collaboration
1 bat,
for the class
Reflection
40-45 min Tap Out (Page 135)

Check out more lesson ideas Try Yes No Wait
from the ICC T20 World with your
OF EQUIPMENT
1 4 24 2
Per
student
50
Session 2
45-60 Mins
Learning Intention
To strike a ball into gaps when
batting and restrict the batters
from scoring runs when fielding
Fundamental
Movement Skills

I CAN make appropriate choices with bat and Why is it important to have soft hands when catching?
ball size to further challenge myself in games. Do you need to throw the ball
I CAN field in a position where a batter as hard as you can to be accurate?
is likely to strike the ball. How can we make this easier or harder?

(Page 49)
Unofficial Start
Per pair:
Reaction Grid See Underarm Throwing
0-5 min 4 cones of different ACPMP064 Reaction Time
colours, 1 ball

Skills Activities
1 ball per student,
Saving Runs 2 ropes, 10 cones, See Cricket Coaching Tips
10-20 min ACPMP065 Tactics
(Page 83) objects to be used (Pages 12 - 13)
as barriers
2 ropes, 2 cones,
Target Takedown 1 ball, 1 scorcher ball, See Catching and Throwing
(Page 99) junk yard of equipment Coaching Tips (Pages 12 - 13)
Per group:
2 cones, 1 ball,
for the class
Reflection
40-45 min Turn and Talk (Page 136)

JUNK YARD 8 6 Cup Schools Program your family at home
OF EQUIPMENT
1 4 24 2
Per
student
51
Session 3
45-60 Mins
Learning Intention
To strike a ball across different
areas of the field when batting and
get the batters out when fielding
Fundamental
Movement Skills

I CAN hit in more than one area of Is it more important to bowl
the ground when batting. fast or accurately?
I CAN make the appropriate decisions Why is it important
when fielding and throwing to maximise to work as a team?
the chance of running out the batter.

(Page 49)
Unofficial Start
1 ball and 1 stump
Diyari Koolchee See Underarm Throwing
0-5 min base per student, ACPMP066 Society & Culture
1 rope per group

Skills Activities
Per group:
Teamwork Test See Catching and Throwing
10-20 min 20 cones, 1 ball, ACPMP069 Tactics
(Page 86) Coaching Tips (Pages 12 - 13)
4 team sashes
Per group:
See Bowling Coaching Tips
(Page 12)
(Page 96) 2 ropes,
1 set of stumps
Per group:
Pairs Cricket 1 ball, 1 scorcher ball, See Cricket Coaching Tips
30-40 min ACPMP067 Rules
(Page 112) 2 bats, 2 sets of stumps, (Pages 12 - 13)
10 cones
Reflection
40-45 min Share and Go (Page 134)

Check out more lesson ideas Try Catching Minute
1 4 from the ICC T20 World To Win It! with your
Per
student 8 6 Cup Schools Program family at home
12
24 2
52
Session 4
45-60 Mins
Learning Intention
To strike a ball with appropriate
power across many areas of the
field when batting and set a field
to add pressure and restrict the
Fundamental batting team from scoring runs
Movement Skills

I CAN make decisions to defend or attack Why is it important to focus on the gaps
depending on the game situation. and not the fielders when batting?
I CAN communicate with fellow group Where should our eyes be when
members to set a field that adds pressure we are striking the ball?
and restricts the batting team in scoring.

(Page 49)
Unofficial Start
Bend the knees when
Protect Your Cone Engagement picking up the ball.
0-5 min 1 cone per pair ACPMP063
(Page 68) and Enjoyment Look out for class mates
around you.

Skills Activities
Capture The Flag 20 cones, Perceptual Move feet to the ball.

10-20 min ACPMP064
(Page 76) 1 bat per student Awareness Free swing of the bat.
Per group: Move feet to the ball.

Scoring Zones Object
20-30 min 8 cones, 1 ball, 1 bat, ACPMP065
(Page 105) Manipulation Free swing of the bat.
12 team sashes
Per group: Move your front foot towards

1 ball, 1 scorcher ball, the ball, free swing of the bat.
Pairs Cricket
(Page 112) Encourage collaboration
2 sets of stumps,
10 cones and creativity.
Reflection
40-45 min Greetings Check Out (Page 130)

Check out more lesson ideas Try Continuous
1 4 from the ICC T20 World Cricket with your
Per
student 8 6 Cup Schools Program family at home
12
24 2
53
Year 5-6
NAME

With teachers
Participate positively To demonstrate
assistance students Students are able to Students can
in groups and teams negotiation skills
are able to demonstrate minimal demonstrate
by encouraging others when dealing
Effort and demonstrate minimal negotiation skills when negotiation skills when
and negotiating roles with conflicts or
Application negotiation skills when dealing with conflicts dealing with conflicts
and responsibilities disagreements
dealing with conflicts or disagreements when or disagreements when
when creating
ACPMP067 or disagreements when creating group games. creating group games.
group games.
creating group games.
Students can
With teacher
Demonstrate ethical To demonstrate an participate in modified Students can
guidance, students can
behaviour and fair play ability to modify games that are demonstrate an ability
demonstrate an ability
that aligns with rules the game to ensure designed by other to modify the game to
to modify the game to
when participating Behaviour that everyone is class members which ensure that everyone
ensure that everyone
in a range of and Attitude included, such as ensures that everyone is included, such as
is included, such as
physical activities. changing equipment, is included, such as changing equipment,
changing equipment,
role rotations, rules changing equipment, role rotations, rules
ACPMP069 role rotations, rules
or playing space role rotations, rules or playing space
or playing space
or playing space
Practise specialised
movement skills Students are beginning Students sometimes
To use appropriate Students use
and apply them to use appropriate use appropriate
Mechanical timing and force appropriate timing and
in a variety of timing and force timing and force
and when striking the force when striking the
movement sequences when striking the when striking the
Technical ball across different ball across different
and situations. ball across different ball across different
areas of the field areas of the field
areas of the field. areas of the field
ACPMP061
Propose and apply With teachers Students are beginning
movement concepts To demonstrate Students can
Mechanical guidance students can to demonstrate
and strategies with and and defensive and demonstrate defensive
demonstrate defensive defensive and
without equipment. attacking batting and attacking
Technical and attacking attacking batting
techniques. batting techniques.
ACPMP063 batting techniques. techniques.
Manipulate and modify

elements of effort, To bowl with a Students can bowl Students can bowl Students can bowl
space, time, objects straight arm and with a straight arm with a straight arm with a straight arm
Thinking
and people to perform and Tactical land the ball in an and land the ball in the and land the ball in and land the ball in
movement sequences. area to restrict the channel area to keep an area to restrict the the channel area to
batters from scoring. game flow happening. batters from scoring. get the batters out.
ACPMP065
With assistance, Students can
Apply critical and To create a fun and Students can create
students can create participate in a
creative thinking inclusive modified a fun and inclusive
a fun and inclusive fun and inclusive
processes in order cricket game which modified cricket
modified cricket modified cricket
to generate and Thinking relies on participants game which relies on
game which relies on game which relies on
assess solutions to and Tactical using multiple participants using
participants using participants using
Movement Challenges. Fundamental multiple Fundamental
multiple Fundamental multiple Fundamental
Movement Skills Movement Skills
ACPMP068 Movement Skills Movement Skills
for success. for success.
for success. for success.
Participate in physical To demonstrate an
activities from their understanding of Students can
own and others’ Through inquiry, Through inquiry,
how cricket is similar demonstrate
cultures, and examine teachers guide students begin to
to other striking a thorough
how involvement students on how understand how
and fielding games understanding of
creates community Reflective cricket is similar to cricket is similar to
played around the how cricket is similar
connections and other striking and other striking and
world. eg. Australia= to other striking and
intercultural fielding games played fielding games played
Backyard Cricket fielding games played
understanding, around the world. around the world.
and Pakistan = around the world.
ACPMP066 Tape Ball Cricket.
Participate in physical Students participated

Students participated Students participated
activities designed to To participate in all activities and
in minimal to some in most activities
enhance fitness, and across all activities games with great
activities and games and games and
discuss the impact and games and enthusiasm and
and provided a small provided an adequate
regular participation Reflective provide evidence to provided high level
sample of evidence sample of evidence
can have on health describe how they responses describing
to describe how they to describe how they
and wellbeing. feel at the conclusion how they feel at
feel at the conclusion feel at the conclusion
of the session. the conclusion of
ACPMP064 of the session. of the session.
the session.
TOTAL SCORE
54
BUILD Your Own
Year 5-6
NAME

TOTAL SCORE
55
BUILD Your Own
Year 5-6

ALIGNMENT
SESSION 1
SESSION 2
SESSION 3
SESSION 4
56
Unofficial
Starts
What Is An
Unofficial Start?
An unofficial start is getting the students

to move as soon as they ARRIVE AT THE LESSON
These are activities that need very little to no instruction
or aRE immediately led by the teacher and the students copy.
59
BBL Memory FULL CLASS
Fundamental
Challenge 1
Per TEAM
1 SET
Movement Skills
MEMORY CHALLENGE MEMORY CHALLE
GE NGE
MEMORY CHALLEN
COMPLEXITY SETUP TIME EQUIPMENT GROUP SIZE
DOWNLOAD CARDS
y Divide group into teams of 4. Try to limit group numbers to

4 so that students maximise movement time for this activity. LEVEL 1 Locomotion
y Place team cones out for students to line up behind in
their teams. y The teacher can vary up the locomotor movements the
y Randomly place BBL memory cards out face down on the students use from the team cone to the cards. Students
ground 10-20 metres from the team starting cones. could begin with walking or running and then progress
to hopping, jumping, skipping and galloping.
y On the teacher’s call, the first student in each group runs
up to the cards and turns two over so they are facing up
and reveals the mascots.
y If the students can turn over two cards the same then they LEVEL 2 Hurricane Handling
pick those cards up and take them back to their group but
if they don’t find a match then they turn them back over y Students run with a ball and when they arrive at the
and return to their group. cards they perform a ball handling activity from
y Once the first person returns to their group the next Hurricane Handling and then turn over the cards. The
student can take off for their turn. student then runs back and gives the ball to the next
student to take their turn.
y Groups should work together and communicate to help
the student who is turning over the cards to maximise the
chances of finding a match.
LEVEL 3 Turn and pass
COACHING
y Students carry a ball whilst running out to the cards,
turn a card and then roll the ball back to the next
y Keep your eyes looking 30 metres student. The next student gathers the ball and then
ahead when running. repeats the process.
y Communicate clearly with your
team members.
LEVEL 4 Linking to play

ASK THE STUDENTS y The student carries the ball up to the cards, turn the
cards and then runs to the back of the time with the ball.
The team then pass the ball by throwing and catching
y How can your team members help you along the line until the ball reaches the student at the
when you are turning over the cards? front of the line. Once the student at the front has the
y How can you use your body to ball they then take off towards the cards with the ball to
run faster? continue the process.
60
Captain’s FULL CLASS
Circuit
JUNKYARD
1 OF EQUIPMENT
Per
student
Fielding
2
1
WATCH VIDEO
3
6 5 4
y Teachers use a variety of equipment to create an obstacle

circuit for their students. LEVEL 1 Fundamental Movement Skills
y Students have their own ball which they carry to use
around the circuit. y Begin with fundamental movement skills only including
y Teachers get creative and include a range of cricket skills running, skipping, hopping, jumping, side stepping.
and movement styles and seek feedback from students y Add cricket skills once students get the hang of it.
about their favourite obstacles.
y Example course:
– Fundamental Movement Skills – Jump or hop over hurdles.
– Batting – Using your bat, dribble around the stumps.
LEVEL 2 Get Creative
– Catching – Take 5 clap catches. y Allow students to get creative and encourage them to
– Throwing – Throw at the target. use any equipment they like and get imaginative to
– Fundamental Movement Skills – Balance along the rope. create challenges and obstacles.
– Batting – Hit at the target.
– Fundamental Movement Skills – Weave through the stumps.
– Bowling – Bowl at the target. LEVEL 3 On your marks
y Make it a race – Race your partner, your team and/or
COACHING the clock.
y Make it a relay – Each student is responsible for a
y Emphasise the basics – free swing specific section of the circuit. Once the first student has
of the bat, bowl with a straight arm, completed the first skill, they tag the second and they
keep your eye on the ball, point at complete the next skill… and so on. Mix up the allocation
your target, cup hands together. of skills each time so they get a chance to experience a
y Get creative and work as a team. variety of different skills.
ASK THE STUDENTS As a starting point, consider using

TIP 4 sets of stumps as the corners of the
square to create your obstacle course.
y What part of the course was
the easiest and why?
y What part of the course was
the hardest and why?
61
Crocodile FULL CLASS
Fundamental
Creek 1
Per
1
Per
student student 2
JUNKYARD
OF EQUIPMENT
Movement Skills
BALANCE ALONG THE CREEK WATCH VIDEO
CROCODILE CREEK
STEP – LEAP – JUMP THE VOLCANOES AND ADD IN BALL HANDLING – CATCHING
y Students ‘follow the leader’ (teacher) as they move and

balance along the ropes/lines around ‘Crocodile Creek’. LEVEL 1 Crossing Crocodile Creek
y Use the ‘Change It Up’ levels to engage and challenge
students by adding obstacles, challenges and point scoring y Nominate sides as ‘creek crossings’, students must
systems for successfully manoeuvring Crocodile Creek. follow the teacher’s movement or skill instructions to
y Get creative and ask the students for their suggestions! cross Crocodile Creek.
y Challenge students to cross Crocodile Creek by
jumping, leaping, hopping or skipping.
COACHING
y Simple FMS – jump, jog, hop, skip LEVEL 2 Obstacles

and run.
y Introduce cricket equipment as obstacles to challenge
students as the move around Crocodile Creek;
– Stump bases = Crocodiles – must be jumped over.
ASK THE STUDENTS – Cones = Valances – must be hopped over.
– Hula Hoops = Islands – must land and balance in
with one foot.
y Ask students to come up with a – Ropes = Vines – must be balanced along.
new locomotive skill for each side
of the square.
LEVEL 3 Ball Handling
TIP Movement demonstration is key. y Introduce balls, each student holds their ball as the move
around Crocodile Creek.
y Each time a participant passes an obstacle or reaches
a turn, they must complete a ball handling challenge
including; figure 8s, ball wraps around your ankles/
waist/head, yo-yo catching, throw clap and catch.
y Get creative and come up with your own movement
and ball handling instructions and routines.
62
Fielding FULL CLASS
Fanatics 1
Per
student
Fielding
WATCH VIDEO
y Each student has a ball, or if not enough balls, 1 between 2.

y Create fun ball handling and catching challenges. LEVEL 1 RACES
Use the examples or come up with your own.
y Ball Handling y Race to complete 20 catches or see how many catches
Call out and demonstrate a ball handling challenge that you can complete in 30 seconds.
students copy. Keep it fast, fun and provide skill variations y Race to see who can wrap the ball around their head,
to challenge different abilities. waist, knees, ankles the fastest.
– Wrap the ball around your head/waist/knees/ankles.
– Race up and down the body.
– Figure 8s between knees.
LEVEL 2 DISTANCE
y Catching
Pairs stand 3-5m apart and underarm the ball back and y If you take a catch, step away from your partner. If you
forth taking turns throwing and catching: drop a catch, step closer. See how far you can separate.
– Catch with 1 hand and alternate hands.
– Clap between catching the ball.
– Introduce a second ball. Underarm your ball while
simultaneously catching your partner’s ball. LEVEL 3 CHALLENGE CATCHING
y Throw the ball in the air to yourself clap/spin/jump/
COACHING touch the ground before catching.
y Throw the ball under 1 leg and catch it.
y Watch and track the ball all the way y Throw the ball in the air or let it bounce.
into your hands. y Hold the ball in 1 hand and the other hand underneath
y Listen to the instruction being given ready to catch. Drop the ball and catch.
and respond accordingly. y Try catching with 1 hand and alternate hands.
ASK THE STUDENTS LEVEL 4 CATCHING CROSSFIRE

y Which challenge was the easiest y 6 students stand in a 5m wide circle facing their partner.
or hardest and why? y Pairs continually underarm the ball to each other
y What are 3 things you need to aiming for the ball to bounce off other moving balls
remember when catching? before catching.
63
Head, Shoulders, Knees, 2
Toes, Cone 1
Per PAIR
Fielding
WATCH VIDEO
y Students are in pairs.

y Pairs stand opposite one another with a cone evenly placed LEVEL 1 CHALLENGES
between them.
y Give the following commands: y Add in new commands that connect with muscles or
bones eg. deltoids or sternum etc.
– Heads (students place hands on their head).
y Add in a ball to grab.
– Shoulders (students place hands on their shoulders).
– Knees (students place hands on their knees).
– Toes (students place hands on their toes).
– Cones (if they hear cones they need to be the first one to
grab the cone to win).
ASK THE STUDENTS
y How can you continue to improve

with your reaction time?
y What do you need to consider?
y What can I learn from my partner
that can enhance my performance?
64
Hurricane FULL CLASS
Handling 1
Per
student
Fielding
WATCH VIDEO
y Each student has a ball.

y The teacher calls out and demonstrates a ball handling LEVEL 1 Ball Wraps
challenge and students copy.
y Keep it fast, fun and provide skill variations to challenge y Wrap the ball around your head/waist/knees/ankles.
different abilities. y Race up and down the body.
y Get creative and make your own ball handling challenges! y Figure 8s between knees.
y If students are finding the activity too challenging, y Listen to the specific cue being given and
use scorcher balls. react accordingly.
COACHING
LEVEL 2 Challenge Catching
y Watch the ball all the way into y Throw the ball in the air to yourself clap/spin/jump/
your hands. touch the ground before catching.
y Cup hands together and give with y Throw the ball under 1 leg and catch it.
the ball.
y Throw the ball in the air or let it bounce.
y Hold the ball in 1 hand and the other hand underneath
ready to catch. Drop the ball and catch.
ASK THE STUDENTS y Try catching with 1 hand and alternate hands.
y Which challenge was the hardest

and why?
y Why do you need to watch the ball? LEVEL 3 Races
y Race to complete 20 catches or see how many catches
you can complete in 30 seconds.
SAFETY y Race to see who can wrap the ball around their head,
waist, knees, ankles the quickest.
y Ensure the area is large enough to

move around safely.
65
In The FULL CLASS
Fundamental
Water 1
Per
student 2
Movement Skills
IN THE
WATER
OUT
OF THE
WATER WATCH VIDEO
y Students line up along the same side of the rope or line

marking, each holding a ball. LEVEL 1 No balls
y The area behind the rope is ‘out of the water’, the area
in front of the rope is ‘in the water’. y Make the game easier by starting without balls and
y Students start ‘out of the water’. provide slow and simple instructions.
y The teacher calls ‘in the water’ or ‘out of the water’ and
students respond accordingly, jumping over the rope to
the corresponding side.
y The teacher makes their calls faster and faster and LEVEL 2 Movement
varied to challenge students.
y Introduce more instructions including ‘on the rope’
y If a student jumps or balances into the wrong side they or ‘split’, with 1 foot on either side of the rope.
take 3 steps back and complete 5 figure 8s between
their knees with their ball, or an alternative ball handling y Vary the movement from jumping to hopping and
routine, then rejoin the game. alternating feet.
COACHING
LEVEL 3 Ball Handling
y Watch the ball into your hands. y Introduce ball handling routines between movements
y Soft hands when catching. including; figure 8s, ball wraps around your ankles/
waist/head, yo-yo catching, throw clap and catch.
y Get creative and come up with your own movement
and ball handling routines.
ASK THE STUDENTS
y Who has an idea for a ball
handling routine?
y How can we make the routine
easier or harder?
66
Joker FULL CLASS
Fundamental
Catch 1
Per PAIR
Movement Skills
y Group students in groups of 6 – 8. In each group divide

students into pairs with 1 ball per pair. LEVEL 1 DIFFERENT balls
y Students compete to see who can earn the most points.
y Students throw the ball to each other, but must clap y Add in different ball types.
once before they catch the ball.
y Points are awarded for the following:
– No clap before the catch – point to the thrower.
– The ball is dropped – point to the thrower.
LEVEL 2 BALANCE
– The catcher is tricked and claps when no ball is thrown y Balance on one foot.
– point to the thrower.
– The throw is off target or too hard to catch
– point to the catcher.
y After a short time limit, students find a new partner. To start this ASK THE STUDENTS
new match, pairs shake hands and share something to build
rapport with the partner ie. favourite type of ball to catch.
y What does your ready position
y Then a new catching challenge begins. look like to ensure you are
successful to clap and catch?
COACHING y What distance and speed is
acceptable to be challenged but safe
for your fingers, head and body?
y See Catching and Throwing
Coaching Tips (Pages 12 - 13)
67
Protect 2
Your Cone 2
Per PAIR
1
Per PAIR
Fielding
WATCH VIDEO
y Each student has a cone. Every second student also

has a ball. LEVEL 1 CHALLENGES
y Students defend their cones from a ball knocking it over
and attack by rolling the balls at other students cones. y Throw the ball in the air, spin and catch x10.
y When a student’s cone is knocked over by a ball or they y Flip a cone the right way up x5.
accidentally knock it over themselves they are ‘out’. y Throw the ball up and catch behind your back x3.
y To keep students moving when ‘out’ they take part in y Stork balance and spin a ball from one hand to
a physical challenge on the sideline. the other x10.
y Once the challenge is complete they join in the game again.
COACHING
y Use the colour of the cones to

create teams.
68
Reaction 2
Fundamental
Grid 4
Per PAIR
1
Per PAIR
Movement Skills
WATCH VIDEO
y Create a square or ‘grid’ with 4 different coloured cones.

y Students are in pairs. LEVEL 1 Movement series
y One student is in the middle of the grid.
y Catch, return the ball, move to X coloured cone,
y The other guides the activity by throwing the ball to their touch the cone and return to the middle.
partner and calling out a cone colour or direction.
y After the fourth series the thrower rolls a ground ball,
y Students repeat the below movement 4x adjusting their trying to get the ball between the two back cones.
action to move to the coloured cone that was called.
y The student in the grid tries to stop the ball getting
past them.
COACHING y Pairs swap roles.
y Two colours are called out before

returning to the middle.
ASK THE STUDENTS

y What is the optimal position to be ready?
y How can you modify this activity to
increase reaction time development?
(ie. start facing away and turn on a call)
69
Skills 8 FULL CLASS
Modified
Races 8 20 2
Cricket Game
WATCH VIDEO
FINISHED AREA
y It’s a race of skills that students complete.

y Lay a rope to create a starting and finishing area. LEVEL 1 Make it easier
y Have students stand in the middle with a ball each.
y Students walk between challenges instead of running.
y Students choose their own path, but must successfully
complete a challenge before moving on. y Everyone is part of one team and try to beat a set
time as a group.
y Students can roll, throw or bowl at the targets/challenges.
y When students have completed all the challenges they
return to the middle.
y The first 3 students to the middle after completing the LEVEL 2 Make it harder
race are the winners.
y After a round, the students recreate new targets and the y Increase the distance from the cones to the target.
race begins again. Let students get creative with targets! y Each challenge has a required skill that needs to be
used eg. bowl through the square.
COACHING
y Watch the ball into your hand.

y Step towards target when throwing.
ASK THE STUDENTS

y Who can tell me a skill we use in the
game of cricket?
y How can we change the skills races
to make them easier/harder?
70
Structure 1 2
Smash
Per PAIR
JUNKYARD
OF EQUIPMENT
2 1
Per PAIR Per PAIR
Modified
Cricket Game
WATCH VIDEO
COACHING
y See Cricket Coaching Tips

y Set up targets for batting pairs to attempt to ‘smash’. (Pages 12 - 13).
y Students are in pairs. Each game has 2 pairs.
y One pair is batting the other throwing.
y The first pair underarm the ball to the batting pair
who attempt to ‘smash’ the target with their ball. ASK THE STUDENTS
y 10 points = if the batter’s ball ‘smashes’ the target.
y 5 points = if the batter hits the ball. y How do you adjust your body to
give yourself the best opportunity
y Pairs then swap.
to smash the structure?
y After the first pair has had two goes they find another
y What adjustment can you make
pair to challenge.
from your last strike to improve your
y First pair to 100 points win! next performance?
71
Fundamental
Movement Skills
Bowling FULL CLASS
Fundamental
Tag 4
1
Per
TAGGER
1
Per
TAGGER
Movement Skills
WATCH VIDEO
15m
15m
y 2 or more students are taggers.

y Everyone else are runners and avoid being tagged. LEVEL 1 Locomotion
y If a runner is tagged, they stand stationary,
with 1 hand held high above their head. y Call out a specific movement and all runners must
respond accordingly (running, hopping jumping,
y Runners free students that have been tagged, by giving bounding, running backwards etc.).
them a ‘bowling high 5’ (high 5 with a bowling motion).
y Rotate taggers once all runners have been tagged
or every minute.
y If runners are finding the activity too challenging,
reduce the number of taggers or introduce a slower LEVEL 2 Lakes and Islands
movement style such as power walking.
y Using cones, create small ‘lakes’ or ‘islands’ in the
playing area.
COACHING y Lakes are out of bounds and taggers and runners
must dodge around them.
y Bowl with a straight arm to high five. y Islands are safe zones where runners may not be tagged.
Runners may only stay on an island for 3 seconds.
y Scan around to have be aware
of your team mates when playing y Give each runner a ball and students try a ball handling
the game. challenge when they are on an island.
ASK THE STUDENTS SAFETY

y How does this connect to bowling
in a real game? y Ensure the playing area is large
y How can you avoid being tagged? enough to move around safely.
75
Capture FULL CLASS
Fundamental
The Flag 20
1
Per
student
Movement Skills
WATCH VIDEO
y Divide the playing area in two using cones and two goals
at either end. LEVEL 1 Skills Square
y Divide your class into 2 teams and assign each team a side
of the playing area to start. y Create a Skills Square to the side of the playing area.
y Students start on their side of the playing area. y When a student is tagged, they must join the Skills
y Students run into the opposition team’s side to steal balls Square and complete a chosen number of repetitions
from the opposition’s goals and then run back to their own of a ball handling or catching challenge before they
side, placing the stolen ball in their own goals. re-enter the game.
y Students may only steal 1 ball at a time. y Try ball handling routines including; figure 8s, ball wraps
around your ankles/waist/head, yo-yo catching, throw
y If a student is tagged by the opposition while on their side, clap and catch.
they must return to their own side empty handed, before
being able to set off once again. y Get creative and come up with your own movement and
ball handling instructions and routines.
y Once over the half way line, and on their own side of the
playing area, students are ‘safe’ and cannot be tagged.
y Ball stealers cannot be tagged while inside their opposition
team’s goals, it is a ‘safe zone’ for 5 seconds. LEVEL 2 Lakes and Islands
y The team with the most balls in their goals at the end of the y Using cones, create ‘lakes’ or ‘islands’ in the playing area.
time period is the winner.
y Lakes are out of bounds. Taggers and runners must
dodge around them.
COACHING y Islands are safe zones where runners may not be tagged.
Runners may only stay on an island for 5 seconds.
y Bend the knees when picking up
the ball.
y Look out for class mates around you.
LEVEL 3 Linked Runners
y The teacher calls out a specific number. Based on this
number, students link arms together and coordinate their
ASK THE STUDENTS movements to Capture The Flag.
SAFETY
y How does this game relate to cricket?
y Students must run the ball back
to their side, rather than throw,
to avoid collisions.
76
Catching 2
Fundamental
All Stars 1
Per PAIR
1
Per
student
Movement Skills
WATCH VIDEO
y Pairs stand 3-5m apart with 1 ball.

y Students underarm back and forth taking LEVEL 1 Cone Catching
turns throwing and catching.
y Create your own catching challenges: y Introduce a cone.
– Catch with 1 hand and alternate hands. y Catch holding the cone like a bowl or like a pyramid.
– Clap between catching the ball.
– Introduce a second ball. Underarm your ball while
simultaneously catching your partner’s ball.
LEVEL 2 Races
COACHING y Race to complete 20 catches or see how many catches
you can complete in 30 seconds.
y Watch the ball until it’s in

your hands.
y Cup hands together and give LEVEL 3 Distance
with the ball.
y If you take a catch, step away from your partner. If you
drop a catch, step closer. See how far you can separate.
ASK THE STUDENTS
y Why do you need to give with the LEVEL 4 CATCHING CROSSFIRE

ball when catching?
y 4-6 students stand in a 5m wide circle facing
y How did you position your hands? their partner.
Why?
y Pairs continually underarm the ball to each other
aiming for the ball to bounce off other moving balls
before catching.
TIP A great way to engage your Blast Crew

in the beginning of the program.
77
Derby FULL CLASS
Fundamental
Cones 1
Per
1
Per
student student
Movement Skills
WATCH VIDEO
y Divide students into two teams, ‘bowls’ and ‘pyramids’.

y Spread cones across the playing area, half are upside LEVEL 1 Individual Challenge
down (bowls) and half are the right way up (pyramids).
y Students race to turn cones to match their teams y Students don’t compete in teams, instead they see how
nominated position. many cones they can individually turn in 1 minute and
then try to beat that score the following game. Students
y Cones must be turned with hands. may not turn the same cone more than once.
y Cones can’t be protected or guarded. y If you have different coloured cones, challenge
y The team with the most cones matching their students to see how many different colours they can
nominated position at the end of the game wins. turn in 1 minute.
y Make it easier by beginning with power walking.
COACHING
LEVEL 2 Movement
y Bend the knees when flipping y Each time a student turns a cone, they must perform a
the cones. movement challenge (tuck jumps, star jumps, hop etc)
before they move to their next cone.
y Be aware of your surroundings.
y The first cone they perform 1 repetition, the second cone
they perform 2 repetitions, and so on.
y Challenge students to see how many cones they can
ASK THE STUDENTS turn/repetitions they can complete in the allocated time.
y Get creative with your movement instructions.
y What cricket skill or movement is like
bending down and flipping cones?
y How can we make this
activity harder?
LEVEL 3 Ball HANDLING
y Introduce balls. Place balls sitting on top (pyramids)
SAFETY or inside (bowls) some or all the cones.
y When a student turns a cone with a ball, they complete
y Ensure cones are not set up too a ball handling (See Hurricane Handling – Page 65) by
close together. themselves and thenmove to the next cone.
y Spread them out to prevent y Once at the next cone, they place the ball either on
student collisions. or in that cone.
78
Red FULL CLASS
Fundamental
Rover 4 2
Movement Skills
WATCH VIDEO
SAFE ZONE SAFE ZONE
15M
y 2 or more students are taggers and begin in the

middle of the playing area. LEVEL 1 Locomotion Call
y All other students are runners and start at one end.
y The teacher calls ‘red rover all over’. y The teacher calls out a specific movement and all
runners must respond accordingly (running, hopping,
y Tagged runners put one hand in the air above their head jumping, bounding, running backwards etc).
to be tagged back into the game by other runners.
y Runners that are tagged become taggers and must
stand stationary and try to tag runners.
y The teacher continues to call ‘red rover all over’ until LEVEL 2 Lakes and Islands
just 1 runner remains. They are the winner.
y The teacher may call out variations of runners, y Using cones, create ‘lakes’ or ‘islands’ in the
ie. ‘red rover all over, runners wearing black shorts’. playing area.
y Lakes are out of bounds. Taggers and runners must
dodge around them.
COACHING y Islands are safe zones where runners may not be
tagged. Runners may only stay on an island for
y Listen to the specific instructions 3 seconds.
and respond accordingly.
y Be aware of your classmates
around you.
LEVEL 3 Linked Runners
y The teacher calls out a specific number. Based on this
ASK THE STUDENTS number, students link arms together and coordinate
their movements to get across the square.
y How does this activity relate to the

game of cricket?
y How can you avoid being tagged? SAFETY
y Ensure the playing area is big

enough to move around safely.
79
Renegades 1 4 3 to 4
Fundamental
Relays 2 1 1
Movement Skills
WATCH VIDEO
4m
4m
8m 8m
y Students line up behind their cone facing the stumps.

y On the teacher’s call students run to the top cone and back LEVEL 1 Hurricane Handling
following the teacher’s movement or skill instruction.
y Get creative and make your own skill and movement y Perform a ball handling challenge at the top of the run
challenges including running, skipping, backwards, (see Hurricane Handling - (Page 65).
hopping, jumping. y Example Routine: Hop to the cone with your ball,
y Stagger the start to challenge all students. complete 3 figure 8s between your knees and run back
to your group.
COACHING
y Listen to the cue being given

LEVEL 2 Relay Skills
before reacting.
y Perform a cricket skill at the top of your run such as
y Move in a straight line towards hitting, throwing or bowling a ball at your set of stumps.
the target.
y Example Routine: Skip to your cone with your ball,
place the ball on the cone and hit it towards your stumps.
ASK THE STUDENTS

LEVEL 3 Knock ’Em Down
y How can you get to the cone faster?
y Can be used when incorporating a batting,
y Why are these skills important? bowling or throwing skill into a relay.
y If students hit the stumps, remove a single stump.
If they miss, leave the stumps alone. Keep removing
stumps when they are hit until only the base is left.
SAFETY y The first team to hit the base and ‘knock em down’
is the winner.
y Ensure removed stumps are
safely positioned not to become
a tripping hazard.
Movement demonstration is key. To ensure
y Ensure the groups are spread apart,
especially if batting is included. TIP everyone’s success is acknowledged have
an award for ‘most improved movement’.
80
Risky 1 1 8
Fundamental
Run Outs 2 1
Movement Skills
4m
WATCH VIDEO
12m
y Create two teams, one team is running between

the wickets and one team is fielding. LEVEL 1 Fielder – Field a Moving Ball
y Depending on class size, you can get multiple
games happening at once. y Instead of fielding a stationary ball, the wicket keeper
y 2 pitches of 12m are set up parallel to each other. rolls the ball to a similar area where the stationary ball
was positioned and the fielder fields and throws to the
y On the teacher’s call, the runner sets off to complete wicket keeper.
2 runs (up and back).
y Simultaneously, the fielder runs to field the ball and
throw it to the wicket keeper (teacher) at the stumps.
y If the runner beats the ball they score 2 runs. If the ball
beats the runner, they are out. The fielder receives 2 runs. LEVEL 2 Runner – Runner Makes Decision
y After all students have had a turn, teams swap roles.
y The wicket keeper rolls the ball further and in a
y To make the game more challenging for fielders, challenge different direction each time.
throwers to make a ‘direct hit’, with no wicket keeper.
A student should be rotated in to field balls a safe y The fielder fields the ball and throws to the
distance behind the stumps. wicket keeper.
y Runners must decide when it is safe to complete runs,
rather than automatically attempting to complete 2 runs
COACHING (up and back), and complete as many runs as they can.
They score as many runs as they have completed.
y If the runner is not safe in their crease when the ball is
y Run in a straight line – it’s quicker! returned to the wicket keeper, they are out and receive
y Reach out using the full length of no runs. The fielder receives 2 runs.
the bat to slide it over the crease.
ASK THE STUDENTS LEVEL 3 Linking Play

y Explain what position you got into y The entire fielding team are in play.
to field the ball. y Fielders must pass the ball an amount of times
y Explain how you turned at the (2, 3 or 4 times) between team mates, prior to returning
cone or stump when running the ball to the wicket keeper to run out the runner.
between the wickets. y Remember to communicate with your team mates!
81
Rob FULL CLASS
Fundamental
The Nest 4
1
Per
student 1
Movement Skills
WATCH VIDEO
y Use cones to make a ‘nest’ for each team, as well as a

central nest with the rope. All balls begin in the central nest. LEVEL 1 Locomotion
y Split your class into 4 teams and assign them to a
corner (nest) of the square, making one child the keeper y The teacher calls out a specific movement and all
to start with. runners must respond accordingly (running, hopping,
y On the Teacher’s instruction, a runner from each team jumping, bounding etc.).
leave their nest to steal a ball ‘egg’ from the central nest
and≈return it to their team’s nest.
y Once a runner returns to their nest with a ball, the next
player is tagged and takes their turn.
y The ‘keeper’ guards the central nest and tries to tag students.
LEVEL 2 Steal and pass
If a student is tagged they become the keeper and the
y Students steam an egg from the nest and underarm roll,
former keeper returns to their nest empty handed for the
throw or bowl it back to their teammates in the nest.
next runner to go.
Students must communicate with their team to ensure
y Once the central nest is empty, students may steal eggs they are ready to field.
from other team’s nests.
COACHING
LEVEL 3 Empty the Nest
y Get your body low when fielding
the ball off the ground. y The teacher calls out to change the objective of the
game from robbing the nest to filling the nests. See how
y Be aware of your team mates
quickly teams can respond.
around you.
ASK THE STUDENTS

SAFETY
y What did you notice about your body
when you were picking up the ball?
y Ensure balls are slightly spread in
y Why should you get low to the the ‘nest’ to avoid collisions.
ground when fielding?
82
Saving FULL CLASS
Fundamental
Runs 10
1
Per
student 2 TARGETS
Movement Skills
WATCH VIDEO
y Divide class into two teams.

y Students are positions between cones and rope must not LEVEL 1 Getting back in
go in front of the cones or beyond the ropes to retrieve
a ball Must stay behind cones/ropes. y Students complete a ball handling activity a certain
y Teams aim to roll the ball into the feet of the opposing team number of times and then return to the game.
with students trying to stop the ball with their hands. y Alternatively, teachers could link the activity to the
y Students are not out if the ball defects off the hands classroom by challenging students to answer a
of another player onto their feet. This is to encourage mathematical sum correctly and then return back
students to further develop their fielding skills as opposed into the game.
to dodging the balls.
COACHING LEVEL 2 Linking to play

y Student pass the ball a pre-determined number of times
y Step forward with your opposite before throwing the ball to the other side. Teachers can
foot when rolling the ball. remind students to communicate effectively with their
y Get down low when fielding. team members.
ASK THE STUDENTS

LEVEL 3 Barriers
y How do you position your body to best y Student can choose one item to place in front of them on
field the ball? the ground to stop the ball from hitting their feet. If the
y Where do you look when rolling the ball barrier is hit, then the roller gets a point and the barrier
to best achieve success in the game? is removed with the student staying in the game.
SAFETY
y Ensure that groups are at least

4 metres apart from each other.
83
Sink 8
Fundamental
The Ship 8
1+
Per
student 1
Movement Skills
WATCH VIDEO
y Create a circle, ‘ship’, with a rope or cones and fill with balls.
y The students stands in the circle. They are the LEVEL 1 LINKING PLAY
throwers, ‘pirates’.
y Students surround the circle. They are the fielders. y Pass the ball a predetermined amount of times (2, 3,
or 4 times) between team mates, before returning to
y Pirates empty the circle of balls as quickly as possible the ship. Remember to have teams communicate.
by throwing balls in all directions.
y Fielders field and return balls to the ship as quickly
as possible to sink the ship.
y If fielders are finding the activity too challenging,
slow down the speed of the throw.
LEVEL 2 Multiple Circles
y Create a second or third circle for pirates to throw
and fielders to return balls to.
Pirates challenge fielders with
TIP their throws through ground balls,
flat catches, and high catches.
y Use cones to highlight the colour of the circle.
y Challenge students by changing the cues, such as red,
blue or green cones to determine which circle is in play.
y Have all circles in play and award and vary points
COACHING for balls returned to circles.
y Keep your eyes on the ball.

y Move towards the ball in a SAFETY
straight line.
y Students are pirates. Students
may not have the sense to avoid
ASK THE STUDENTS fielders with throws as they return
balls to the circle.
y How can you increase your chance

of stopping the ball?
y Why do you need to communicate
with your team mates?
84
Sneaky 2
1
Per
FULL CLASS
Singles
student
1 1
Per
1
Fundamental student
Movement Skills
SAFE ZONE
WATCH VIDEO
SAFE ZONE
15m
y Students line up at 1 end of the playing area.

y Each student has a ball placed directly opposite LEVEL 1 Run Out the Catcher
them at the other end of the playing area.
y One student is the catcher and stands facing away y Place one or multiple stumps behind the starting rope.
from the students just behind the balls. y Once students grab their ball, they try to ‘run out’
y When the catcher isn’t looking, students sneak up the catcher by hitting the stumps with their ball.
the field and try to steal their ball. y Students can either knock the stumps with their
y When the catcher turns around the players freeze. ball or throw at the stumps.
y If the catcher spots someone moving, then that student
must return to the starting line.
y When a student gets to their ball they grab it and
shout ‘Sneaky Singles!’. LEVEL 2 Running Between the Wickets
y All other students quickly follow, grabbing their ball, and
y A rope is placed as a crease line at the opposite
run back to the safe zone, behind the starting line, while the
end of the playing area.
catcher chases, trying to tag as many students as possible.
y In this game no balls are laid out. Each student
y If students get back to the starting line without
starts with a bat in their hand.
getting tagged they win!
y Students continue to sneak to the crease line at the
opposite end of the playing area. When they reach
COACHING the other end, rather than collecting a ball, they slide
their bat over the crease line, before shouting ‘Sneaky
Singles’ and running back avoiding being tagged and
y Look for and listen to any cues completing 2 runs (up and back).
and respond accordingly.
y Move towards the target in
a straight line.
ASK THE STUDENTS
y How can you avoid being tagged?

y Explain what your body did when you
turned back to run to the safe zone.
85
Teamwork 4 to 8
Fundamental
Test 20 1 4
Movement Skills
WATCH VIDEO
m
END ZONE END ZONE GOAL

15
15m
y Divide your class into teams of 4.

y Depending on class size, you can get multiple games LEVEL 1 Vary the Goals
happening at once.
y Students pass the ball to their team mates as they move up y Create an easier scoring method such as passing the
the field to score by throwing the ball through the goals. ball to a goalie in the end zone.
y Students on the defensive team try to intercept the ball. y Create a more difficult scoring method such as throwing
the ball at stumps in the middle of the end zone.
y Students must not run with the ball.
y Students must keep clear of the ‘end zone’ in front of
the goals.
y Vary the style of passing between underarm throws, LEVEL 2 Additional Goals
overarm, rolling along the ground, or bounce passes.
y Challenge students by adding additional goals. Once
they score in a goal, that goal is shut and teams must
work to score the remaining goals.
COACHING
y Watch the ball all the way into

LEVEL 3 Keepies Off
your hands.
y No goals, instead use the existing boundaries to play
y Cup hands together and give ‘keepies off’ in 2 teams.
with the ball.
y You may introduce multiple balls and vary the method
of passing.
ASK THE STUDENTS

SAFETY
y Which passes were the easiest or
most difficult to catch?
y The ball must be thrown below
y How can you work better with your shoulder height.
team mates?
86
Throwing 8 JUNKYARD FULL CLASS
Fundamental
Range 24
1
Per
student 1
OF EQUIPMENT
Movement Skills
WATCH VIDEO
y Use cones to make up different distance to create

throwing zones. LEVEL 1 Delivery Method
y Include targets of different sizes for students to aim
at to work on their accuracy. y Begin with rolling scorcher balls along the ground,
y All students start behind the rope/line and on the teacher’s then progress to underarm throws, overarm throws
call, they throw their balls to try and hit the targets in and then finally bowling.
different zones. Level 1 are large targets, Level 2 are medium
sized targets and level 3 are the smallest targets.
y Students should throw/bowl the ball at the same time
and on the teacher’s call, the students go and collect the LEVEL 2 Distance
balls and return for the next round.
y Teachers can challenge students to come up with their y Place an angle rope to act as the throwing line for the
own scoring systems and try to beat their score from students. At the beginning of the rope the targets are
the previous round. closer with the targets being further away at the other
end of the rope. Students choose their level challenge
based on where they position themselves on the rope
ASK THE STUDENTS and if they achieve success they can move further along
the rope to challenge themselves further.
y How do you move your feet

when throwing?
y Why is it important to throw side on? SAFETY
y Ensure that all students throw at

the same time and that students
wait for the teacher’s call before
going to collect their ball.
87
Tunnel FULL CLASS
Fundamental
Tag 4
1
Per
student
Movement Skills
WATCH VIDEO
15m
15m
y 2 or more students are taggers.

y Everyone else are runners and avoid being tagged. LEVEL 1 Locomotion
y Each runner has a ball.
y The teacher calls out a specific movement and all
y If a runner is tagged, they stand stationary, with their legs runners must respond accordingly (running, hopping,
spread apart, creating a tunnel, and hands on heads. jumping, bounding, running backwards etc).
y Runners free students that have been tagged by
rolling the ball through the ‘tunnel’, legs, and gathering
the ball on the other side.
y Rotate taggers once all runners have been tagged or
every minute.
LEVEL 2 Lakes and Islands
y If runners are finding the activity too challenging, y Using cones, create small ‘lakes’ or ‘islands’ in the
reduce the number of taggers or introduce a slower playing area.
movement style such as power walking. y Lakes are out of bounds and taggers and runners
must dodge around them.
COACHING y Islands are safe zones where runners may not be
tagged. Runners may only stay on an island for
3 seconds.
y Watch the ball into your hands. y To provide a further challenge, runners attempt a ball
y Soft hands when catching. handling challenge when they are on an island.
ASK THE STUDENTS LEVEL 3 Last Person standing

y Taggers have balls, runners do not.
y What can you feel happening to
y While holding the ball taggers can tag runners but
your body when you run around?
can’t run. Instead they must throw the ball to one
y Does it get easier or harder? another to move about the field.
y Once a runner is tagged they get a ball and
become a tagger.
SAFETY y The last runner wins.
y Ensure the area is large enough

to move around safely.
88
Yes No 2
1
Per
FULL CLASS
Wait
student
1
Per
2
Fundamental student
Movement Skills
WATCH VIDEO
y Place 2 ropes or a line of cones and 2 sets of

cricket stumps 20 metres apart. LEVEL 1 Learning the calls
y The teacher calls out one of the three commands:
y Students line up at one end of y Students react to the calls of the
– YES - Students say ‘YES’ clearly and run all the
the playing area. teacher to actively move and
way through to the opposite end.
y The teacher makes the call, ‘YES’, understand the three commands.
– NO - Students say ‘NO’ clearly, raise a stop
‘NO’ or ‘WAIT’.
hand with a straight arm out in front and remain
where they are.
– WAIT - Students say ‘WAIT’ clearly and take two
steps forward towards the other end with a call LEVEL 2 Pairing up
of ‘YES’ (Students say ‘YES’ clearly and run all
the way through to the opposite end) or ‘NO’ y Students work in pairs with y Students are invited to hold a bat
(Students say ‘NO’ clearly, raise a ‘stop hand each partner standing or single plastic stump to run with.
with a straight arm out in front’ and move back at opposite ends of the y The teacher makes the call,
to the rope or cone) to follow. playing area. ‘YES’, ‘NO’ or ‘WAIT’.
COACHING
LEVEL 3 Making the calls
y Use loud and direct
communication. y The students must now y The students in pairs running
communicate ‘YES’, ‘NO’ or between wickets must
y Try hand signals to ‘WAIT’ in pairs themselves. communicate and work out
communicate, like putting whether they stay at their rope/
up your hand for NO. y Four fielders are placed on the
outside of the playing area. cone or whether they make one
run or two.
y The teacher throws/hits a
y The pairs must make it back past
ASK THE STUDENTS ball out in the field.
y The fielders retrieve the ball
the rope/cone before the teacher
or fielder hits the stumps with
and throw it back into the the ball.
y Why is communication set of stumps where a teacher
important when running or fielder is standing.
between wickets?
y Why don’t we say “go”
when communicating with
our partner?
LEVEL 4 Make it a game
y Add in a bowler, two batters y Pairs continue to make
and play the game out. judgements and communicate
y Bowler bowls the ball to a batter. to each other in regards to ‘
YES’, ‘NO’ or ‘WAIT.’
y The batter hits the ball out
into the field. y Rotate the fielders, runners,
batters and bowlers regularly.
89
Bowling
Bowling 1 2 to 4
Fundamentals 1
1
Per
GROUP 2
BOWLING
1m 3m
WATCH VIDEO
CHANNEL
12m
y Pair students.
y Make one a bowler and one a wicket keeper. LEVEL 1 Length Bowling
y Bowlers bowl 3 deliveries at the stumps then swap
roles with the wicket keeper. y Lay ropes across the pitch and have bowlers try to
land the ball between the ropes.
y If space or equipment are limited place students in
groups of up to 4. y Gradually bring the ropes closer together if students
are finding it too easy.
y If students find the activity too challenging, shorten the
pitch or place 2 stumps together to create a larger target.
LEVEL 2 Run Up and Bowl

COACHING
y Lay a rope a few meters behind the bowler’s stumps.
Bowlers start behind this rope to create a run up.
y Grip the ball comfortably y Let students experiment with their run up. Keep it simple!
in your hand.
y Stretch your arm as high as possible,
brush your ear and release the ball
with a straight arm.
LEVEL 3 KNOCK ’EM DOWN, BUILD ’EM UP
y If students hit the stumps, remove a single stump.
If they miss, leave the stumps alone. Keep removing
ASK THE STUDENTS
stumps when they are hit until only the base is left.
y Once the base is hit add a stump back in. Add a stump
every time a student hits the stump to rebuild.
y How did you grip the ball y The first team to ‘Knock ’Em Down, Build ’Em Up’ is
in your hand? the winner.
y What other actions are y Have pairs rotate between wicket keeper and bowler
like a bowling action? each time the stump is hit.
(windmill, airplane, cartwheel)
LEVEL 4 Battleships
y Use a variety of equipment as bowling targets,
or ‘battleships’, on the pitch.
y When a student hits a ‘battleship’, it is ‘sunk’ and
removed from the game.
y The first team to sink all battleships is the winner.
y Allow students to place their own battleships.
93
Clear Your FULL CLASS
Bowling
Backyard 8 4 2 2
& Fielding
4m 4m
WATCH VIDEO
SAFE ZONE
y 2 teams line up behind the ropes at opposite ends of

the playing area. LEVEL 1 Mixed Method Reaction
y Students deliver the balls continuously across to the
other side for a set period. y Call out a specific way to get the ball to the opposite
y The team with the most balls on the other side is the winner. side, ie. rolling along the ground, overarm, underarm,
bowling, bounce once, throw to catch on the full or
y Begin with underarm throws then progress to overarm which hand to use.
throwing and then bowling.
COACHING
LEVEL 2 Scorcher Ball
y When fielding, keep your eyes on y Introduce scorcher balls to the middle of the safety zone.
the ball and get your body low to
the ground. y Students aim to hit the scorcher balls past the opposing
team’s cones.
y When bowling, stretch your arm as
high as possible, brush your ear and
release the ball with a straight elbow.
LEVEL 3 Linking Play
ASK THE STUDENTS y Pass the ball a predetermined amount of times (2, 3, or
4 times) between team mates, before releasing it to the
other side. Remember to communicate with your team.
y Explain the difference between
throwing and bowling.
y What will help you get the ball closer
to the target when throwing? This is a great opportunity to provide
TIP instruction on the difference between

throwing (bent arm) and bowling
SAFETY (straight arm) as you move between skills.
y Instruct and demonstrate to students

to bounce the ball in the middle of the
safety zone when throwing or bowling.
You may also have to increase the
playing area for safety.
y Only teachers may enter the ‘safety zone’ between the
ropes, to collect balls and remove targets.
94
Golden 1 2 6 to 10
Ducks 8 1 2
BOWLING
WATCH VIDEO
y 2 teams – 1 team are bowlers and the other are runners.
y 2 pitches of 12m are set up parallel to each other.
y Set up a ‘crease’ line which bowlers must bowl behind,
and runners must run until.
y On the teacher’s call the activity begins.
12m
y On the first pitch, bowlers take turns to bowl at
the stumps continuously.
y On the second pitch, runners run between wickets
holding the bat.
y When the bowling team hit the stumps, they call
out ‘HOWZAT!’ and the runner stops running.
y The runner attempts to complete as many runs as
they can before the bowling team hits the stumps.
y Swap roles when all students have had a go
at running between the wickets.
y Select one player from the running team as the
‘golden duck’, their runs are worth double.
y If bowlers are finding the activity too
challenging, shorten the pitch or place
2 stumps together to create a larger target.
COACHING

y When running between the wickets,
reach out using the full length of the
bat to slide over the crease. LEVEL 1 Bowling Bonus Runs
y Introduce ropes and lay them across the pitch. Lay the
first rope approximately 1m away from the crease and
ASK THE STUDENTS the second rope 1m from the first rope (ie. 1m apart).
y If the ball lands between the ropes, a bowling bonus run
y How did you carry the bat when you is given, even if the ball doesn’t hit the stumps.
were running between the wickets? y Bowling bonus runs can be added to the team bank,
y Why do you need to slide the bat like the runs accumulated while running between
over the crease? the wickets.
y Add the bowling bonus runs and runs completed while
running between the wickets after both teams have had
SAFETY a go at each component of the activity. The team with
the highest combined score is the winner.
y Place a cone or rope well back

from the stumps to manage the
teams and ensure no collisions with
runners or bowlers.
LEVEL 2 Double it up
y Introduce a second runner so that there is a runner
at either end of the pitch, like in a real game. Practice
calling while running between the wickets (yes/no/wait)
and turning different ways (left/right). Try alternating
the hand that the bat is carried in.
95
Knock’Em Down, 1 2 to 4
Build’Em Up 8 1 1 2
BOWLING
1m 3m
WATCH VIDEO
CHANNEL
12m
y Group students in small groups of up to 4.

y Make one a wicket keeper and others bowlers. LEVEL 1 Length Bowling
y Bowlers bowl at the stumps, if they hit the stumps, remove
a single stump. If they miss, leave the stumps alone. Keep y Lay ropes across the pitch and have bowlers try to land
removing stumps when they are hit until only the base is left. the ball between the ropes.
y Once the base is hit, add a stump back in. Add a stump every y Gradually bring the ropes closer together if students
time a student hits the stumps to rebuild. are finding it too easy.
y The first team to ‘Knock ’Em Down, Build ’Em Up’ is the winner.
y Have pairs rotate between wicket keeper and bowler each
time the stump is hit.
LEVEL 2 Run Up and Bowl
COACHING
y Lay a rope a few meters behind the bowler’s stumps.
Bowlers start behind this rope to create a run up.
y Watch the ball into your hands. y Let students experiment with their run up. Keep it simple!
y Stretch the arm as high as possible,
with a straight elbow.
LEVEL 3 Battleships
ASK THE STUDENTS y Use a variety of equipment as bowling targets,
or ‘battleships’, on the pitch.
y How can you make it easier or harder? y When a student hits a ‘battleship’, it is ‘sunk’ and
y When aiming at the target, is it
important to throw as hard and fast y The first team to sink all battleships is the winner.
as possible? y Allow students to place their own battleships.
96
Scorcher FULL CLASS
Bowling
Ball 8 4+ 2+ 2
& Fielding
4m 4m
SCORING LINE
WATCH VIDEO
SAFE ZONE
y Set up two ropes at opposite ends of the playing area.

y In front of each rope place a line of cones the same colour. LEVEL 1 DELIVERY METHOD
y Split your class into 2 teams.
y Begin with underarm throws then progress to overarm
y Teams line up behind the ropes with a ball each. throwing and then bowling.
y Place 2 or more scorcher balls in the middle of the safety zone.
y Students aim to hit the scorcher balls past the opposing
team’s scoring line cones.
This is a great opportunity to provide
y The team to get the most scorcher balls across the team’s
scoring line cones is the winner. TIP instruction on the difference between
(straight arm) as you move between skills.
COACHING
y Soft hands when catching. LEVEL 2 LINKING PLAY

y Surf position, and point to the target y Pass the ball a predetermined amount of times (2, 3, or
when throwing. 4 times) between team mates, before releasing it to the
ASK THE STUDENTS

LEVEL 3 BATTLESHIPS
y How is this related to cricket?
y How could we get more people y Use a variety of equipment as targets, or ‘battleships’,
involved in the game? in the playing area.
y When a student hits a battleship, it is ‘sunk’ and
SAFETY y The team to sink the most battleships is the winner.
y Instruct and demonstrate to students

to bounce the ball in the middle of the
safety zone when throwing or bowling.
You may also have to increase the
playing area for safety.
y Only teachers may enter the ‘safety zone’ between the
ropes, to collect balls and remove targets.
97
Skittle 1
Per
FULL CLASS
The Stumps
student
1
Per
8 student 2
Bowling
& Fielding
4m
WATCH VIDEO
SAFE ZONE
Note: The playing area is the same as Scorcher Ball.
y Set up two rope, at opposite ends of the playing area.

LEVEL 1 Delivery Method
y In front of each rope place a line of cones to mark y Begin with underarm throws then progress to overarm
out the safety zone. throwing and then bowling.
y Place a stump between the safety zone and the rope.
y Split your class into 2 teams and have them line up
behind the ropes.
y Students aim to hit the stumps at the opposing
team’s end by bowling or throwing the ball.
y Once a set of stumps is hit, it is eliminated from
the game and laid down.
y The first team to hit and eliminate all opposition LEVEL 2 Target Challenge
team’s stumps wins!
y To challenge the winning team, remove a stump pole
from each of the sets of stumps on the opposition team’s
COACHING side, to make their targets smaller.
y Add additional joint targets to the centre of the safety
area. Come up with your own scoring system and give
y Surf position, and point to the target bonus points for hitting these central, joint targets.
when throwing.
y Get creative with your targets!
y Pass the ball a predetermined amount of times (2, 3, or
ASK THE STUDENTS 4 times) between team mates, before releasing it to the
y When aiming at a target, is it

important to throw as hard and SAFETY
fast as possible?
y Ensure the size of the playing area
is adequate to accommodate of
thrown balls safely.
y Only adults should go in the safe zone.
98
Target 2
Bowling
Takedown 2 1 1 2 TARGETS
& Fielding
WATCH VIDEO
10m
y Students form pairs and stand on opposite sides of

ropes 10m apart. LEVEL 1 Distance
y Pairs create their own targets with whatever
equipment is available. y Every time the target is hit, the student steps away
y Pairs deliver the ball back and forth at their target. from the target.
y Students score 10 points every time the target is hit y See how far partners can separate.
or create your own scoring challenges.
y Begin with underarm throws then progress to
overarm throwing and then bowling.
Pirates challenge fielders with
COACHING
TIP their throws through ground balls,
flat catches, and high catches.
y Momentum towards the target.

y Stretch your arm as high as possible, LEVEL 2 Run in and Bowl
with a straight elbow. y Encourage students to experiment with their run up,
prior to releasing the ball.
y Don’t over complicate it – keep it simple!
ASK THE STUDENTS
y What is the main difference between LEVEL 3 Try A New Target

throwing and bowling?
y What is the purpose of a run up? y Vary the challenge by rotating pairs to another
pairs target, or challenge students to build a more
difficult target.

99
Batting
Batting 2 2 2 to 4
Blast 2 1 1 2
BATTING
WATCH VIDEO
4m 4m 4m
y Pair students.
y Make one the batter and one the bowler. If space or LEVEL 1 Delivery
equipment is limited, group students in groups of 3 and
include a fielder behind the bowler. y Bowlers begin with underarm throws and scorcher balls.
y The bowler delivers the ball to the batter who hits between y When appropriate, students may progress to overarm
the target or at their own target. bowling and small balls.
y Once a bowler completes 3 deliveries, students swap roles.
y Make up your own scoring system, students love
scoring challenges. LEVEL 2 Use Your Feet
y If batters are finding the activity too challenging, shorten the
pitch, create a larger target or roll the ball along the ground. y Create a crease line using a rope.
y Start behind the crease line then move to hit the ball
from in front of it.
COACHING
y Watch the ball.

LEVEL 3 Sweep Shots
y Move towards the ball and have y Batter’s play sweep shots and reverse sweep shots
a free swing of the bat. though the target.
ASK THE STUDENTS LEVEL 4 Creaseline Cricket

y Create groups of 4 with a wicket keeper, 2 batters
y What happens if you lift your head? and a bowler.
y Explain what happened when you y Place a set of stumps up the batter’s end and a cone
hit or missed the ball. up the bowler’s end.
y Batters try to hit a moving ball away from fielders.
y Batter must run if they hit the ball and there are no outs.
SAFETY y Batter’s and fielders swap every 6 balls.
y Allow plenty of room between Rather than tees, use scorcher balls!
batters with at least 4m either side. TIP The objective of batting is to judge
and respond to a moving ball.
103
Protect Your 1 1 3
Castle 4 1 1 TARGETS
BATTING
WATCH VIDEO
y Divide students into groups of 3.

y One students is the batter, one is the bowler and one is LEVEL 1 Delivery Method
the wicket keeper or fielder.
y Begin with rolling the ball along the ground, then
y The bowler begins by rolling the ball along the ground progress to underarm throws, overarm throws and
trying to knock down the castle of the batter. then finally bowling.
y The batter attempts to strike or block the ball and
defend their castle.
y The fielder or wicket keeper stands behind the castle
ensuring that the ball doesn’t pass them. LEVEL 2 Distance
y If the batter can hit the ball then they receive 1 run, if
they hit it past the bowler’s cone along the ground they y Move the cone forward or backward to increase or
receive 4 runs and if they can hit it past the bowler’s cone decrease the pitch length.
on the full then they receive 6 runs.
y The bowler is awarded 5 bonus runs every time they
can knock down the castle.
LEVEL 3 Smaller Target
y Rotate roles every 3 deliveries with the wicket keeper
becoming the batter, the batter becoming the bowler y To make the game more challenging, decrease the
and the bowler becoming the new wicket keeper. size of the target.
y Encourage students to come up with their own
scoring systems to create their own games.
COACHING SAFETY
y Eyes on ball when striking y Ensure that groups are at least

y Bowling with straight arm trying to 4 metres apart from each other.
brush your ear with your arm.
ASK THE STUDENTS

y Where do you look when you’re
hitting the ball?
y How can you make your game
easier or harder?
104
Scoring 1 2 to 5
Zones 8 1 1
BATTING
2 RUNS
WATCH VIDEO
1 RUN 4 RUNS
2 RUNS
y Divide your class into small groups.

y In each group one is the batter, one the bowler and LEVEL 1 ZONES
remaining students are fielders.
y Make the Scoring Zones easier or more challenging by
y Bowlers underarm the ball to the batter who hits into altering the size of the scoring zone.
the Scoring Zones to score as many runs possible.
y Fielders protect Scoring Zones.
y Students agree on safe Scoring Zones. For example:
– Between the cones = 1 run. LEVEL 2 DELIVERY
– Between the tree and cone = 2 runs. y Bowlers begin with underarm throws and scorcher balls.
– Between the trees = 4 runs. y When appropriate, progress to overarm with bowling
– Hit the pole = 6 runs. and small balls.
y After 6 deliveries, students switch roles. The student
who scores the most runs from the 6 deliveries wins.
LEVEL 3 Sweep Shots

COACHING
y Batters play sweep shots and reverse sweep shots
through the Scoring Zones.
y Move your feet to the ball.
y Free swing of the bat.
SAFETY
ASK THE STUDENTS y Allow plenty of room between groups.

y Ensure fielders are at least 10m away
from the batter.
y Why is it important to
practice hitting?
105
Striking 1 2
Levels 1 1
JUNKYARD
OF EQUIPMENT
BATTING
WATCH VIDEO
y Students work in pairs with one bowler and one batter.

y One student goes to the junk yard and select the bat LEVEL 1 Roll, stop and hit
and ball to be used in the activity.
y Batter stomps ball and hits.
y The bowler delivers the ball to the batter who attempts
to strike the ball with their bat or item to strike with.
y Pairs should swap roles every 3 balls.
y Teachers can challenge students to be creative and come LEVEL 2 Roll and hit
up with their own scoring systems to create their own games.
y Bowler rolls the ball with the batter hitting the moving ball.
COACHING
y Eyes on ball when striking.

LEVEL 3 Underarm and hit
y Bowling with straight arm trying to y Bowler underarm throws the ball to the batter who
brush your ear with your arm. strikes the moving ball. Students should aim for the ball
to bounce once in front of the batter.
ASK THE STUDENTS

LEVEL 4 Overarm and hit
y Why is it important to keep your
eyes on the ball? y Bowler overarm throws the ball to the batter who strikes
y Why is it important to move your the moving ball. Students should aim for the ball to
feet when batting? bounce once in front of the batter.
SAFETY LEVEL 5 Bowl and hit

y Bowler overarm throws the ball to the batter who strikes
y Pairs begin 10m apart and ensure the moving ball. Students should aim for the ball to
they are 4m away from other groups. bounce once in front of the batter.
106
Games
Anywhere 1 1 3 to 5
Cricket
JUNKYARD
OF EQUIPMENT
2 1
Modified
Cricket Game
WATCH VIDEO
10m+
y Set in a large open space.

y Students form smaller groups of 3-5 and creates LEVEL 1 Get Creative
their own cricket game.
y Each student should get an equal turn batting y Encourage students to use a range of equipment
and bowling. and get imaginative with their game as they would
in the backyard or at lunch time at school.
y Encourage students to consider introducing rules
COACHING including ‘tippity-go’, ‘1 hand 1 bounce’ or other
game constraints.
y Use your imagination – get creative!

SAFETY
ASK THE STUDENTS y Ensure fielders are at least 10m

away from the batter.
y Ask students to explain their game
to the whole group.
y How could your game be improved?
109
Continuous 3 2 6 to 10
Modified
Cricket 1 1 1
Cricket Game
WATCH VIDEO
8m 8m
y The bowler bowls underarm to the batter who hits the

ball and then runs around the stumps. Batters must run LEVEL 1 Delivery
if they hit the ball.
y Fielders field the ball and return it to the bowler. y Bowlers begin with underarm throws and scorcher balls.
Bowlers may bowl at any time. The game is continuous. y When appropriate, students may progress to overarm
y 1 run is scored each time the batter runs around the bowling and small balls.
stumps and back.
y If a batter is caught or bowled, they score no runs.
If caught, the catcher adds 2 runs to their score.
If bowled, the bowler adds 2 runs to their score. LEVEL 2 Two batters
y Batters aim to score as many runs as possible in 6 deliveries
and then retire regardless of the number of times they get out. y Add a second batter.
y Bowlers swap after 3 deliveries. y The ball must be bowled to the ‘batting wicket’ and the
batters change places as they run between the wickets.
y Batters now run half the distance, they are only required
COACHING to run ‘up’, rather than ‘up and back’, extend the
distance between wickets as appropriate.
y Emphasise the basics – free swing
of the bat, bowl with a straight arm,
keep your eye on the ball, and point
at your target. LEVEL 3 Linking Play
y Clear communication is required
y Pass the ball a predetermined amount of times (2, 3 or 4)
between fielders.
between team mates, before releasing it to the other side.
Students should communicate with their team mates.
ASK THE STUDENTS

SAFETY
y Where did you hit the ball to make it
easiest to complete a run?
y What was the best way to get the y Ensure fielders are at least 10m
ball back to the bowler? away from the batter.
110
Cricket 2 2 8
Bowling
Crossfire 1 1 1
& Fielding
WATCH VIDEO
8m
SAFE ZONE
SAFE ZONE
8m
y Pair students with 1 ball per pair.

y Depending on class size, you can get multiple games LEVEL 1 Target Challenge
happening at once.
y Students stand in a circle, facing their partner y Place 2 stumps together to create a larger target
approximately 15m away. or position the stumps to accommodate less skilled
students or to challenge advanced students.
y Stumps are placed in the middle as a target.
y Deliver the ball back and forth aiming at the stumps.
y Begin with underarm throws then progress to overarm
and then bowling.
LEVEL 2 Knock Down the Castle
y Students score 10 points every time they hit the stumps
or create your own scoring challenges. y Encourage students to get creative with any
equipment they like to build an exciting target, ‘castle’,
This is a great opportunity to provide in the middle of the circle.

y Following the teacher’s skill instruction, students try to
beat the clock to knock down the castle.
COACHING LEVEL 3 Noongar Wana
y Momentum towards the target. y Scan the QR code (or see page
y When bowling, stretch your arm 111) to take this game to the next
as high as possible, brush your level with this engaging Yulunga
ear and release the ball with a Traditional Indigenous Game
straight elbow. called Noongar Wana.
WATCH VIDEO
ASK THE STUDENTS

SAFETY
y Why do we need momentum
towards the target when throwing?
y Only teachers may enter the
y What is the difference between ‘safety zone’ to collect balls.
throwing and bowling?
111
Pairs 2 2 6 to 10
Modified
Cricket 10 1 1
Cricket Game
20m
WATCH VIDEO
12m
y In groups of 6-8, divide students into pairs.

y Pairs bat for 2 overs. Each pair may have multiple rotations LEVEL 1 Scorcher Ball Blast
of batting depending on time.
y Pitch: 12m (approximately), Boundaries: 20m y If your students are finding bowling difficult, rather
than bowling overarm, the bowler bowls an underarm
y ‘Free hit’ (explained below) with cones placed either side of scorcher ball from a shortened pitch.
the batter with the ball on top.
BOWLING and FIELDING Through simplifying the most difficult skill,

y Bowl from one end.
y After each over, the fielding team rotates in a circular
TIP bowling, students can learn more quickly
about other aspects of a game of cricket.
formation to ensure an equal turn in each position.
y No fielder is allowed within 10m of the bat until the ball is hit.
y ‘No balls’ and ‘wides’ are not re-bowled. Following a no LEVEL 2 Tippity Go
ball or a wide, the batter receives a ‘free hit’ from the cone.
The batter must hit the ball forward. A no ball or wide is y Batters must run each time the ball is hit.
deemed to be any ball that is dangerous, above waist This will increase action for everyone!
high on the full, or cannot be hit because it is too wide
or bounced too many times/rolling.
LEVEL 3 Power Play
BATTING
y Pairs bat for 2 overs. y In a Power Play, any runs scored from a ball hit in the area
y Batters swap ends when dismissed and at end of the over. past the bowler’s stumps are doubled. This will encourage
batters to hit the ball straight down the ground.
y Batters swap ends if a batter faces 3 balls in a row or to
ensure an equal turn on strike. y Use cones to create your own Power Play and double
scoring zone to challenge players to hit to particular part
of the ground and try new shots. Or make up your own
scoring rules!
COACHING TIP Consider introducing a Power Play if batters

are continually playing to the leg side.
y Emphasise the basics – free swing of the

bat, bowl with a straight arm, keep your
ASK THE STUDENTS
eye on the ball, and point at your target.
y Introduce some cricket etiquette y How do you think you could have
components (passing the ball back to scored more runs?
the bowler, acknowledging a good shot y What happened when you took your
or ball etc.). eyes off the ball?
112
Rapid Fire 1 1 3
Modified
Batting 2 1 1
Cricket Game
WATCH VIDEO
10m
4m 4m
10m
y Divide students into batters, bowlers, and fielders.

y Each batter begins in front of their stumps. LEVEL 1 Delivery
y Bowlers get ready behind their bowling marker cone,
each with a ball. y Bowlers begin with underarm throws and scorcher balls.
y On the teacher’s call, bowlers deliver the ball and y When appropriate, students may progress to overarm
batters hit into the playing area. bowling and small balls.
y Once balls are hit, batters run back and forth between
their stumps and rope to score.
y Bowlers and fielders chase and field the ball before The objective of batting is to judge and
returning to their markers.
y Once all bowlers have returned with their ball, the bowling
TIP respond to a moving ball, only allow
batters to hit a stationary ball from
a cone if completely necessary.
team shout out ‘HOWZAT’ and batters stop running.
y Batters score as many runs as they have completed.
y Bowlers and fielders receive 4 runs if they catch the SAFETY
ball on the full.
y Batters have 3 hits and then swap roles. y As there are multiple batters, pay
close attention to the safety of
students around swinging bats.
COACHING y Allow maximum room between
batters, minimum 4m either side.
y Watch the ball.
y Move towards the ball and have
a free swing of the bat.
ASK THE STUDENTS

y How do you think you could have
scored more runs?
y What happened when you took your
eyes off the ball?
113
Scenario 6 to 10
Challenge
JUNKYARD
OF EQUIPMENT
20 1 1
Modified
Cricket Game
WATCH VIDEO
y Create group of 6-10.

y Divide groups into 2 teams, with one batting and one LEVEL 1 Bat or Ball Size
being the fielding team.
y The batting team creates a target score or a scenario to y Increase the size of the bat or ball to increase student
achieve. eg. they must make a certain number of runs from success when striking the moving ball. Encourage
a nominated number of balls and wickets remaining. students to experiment with different sizes to increase
success in the game.
y The fielding team then try to win the game by restricting
the batting team from successfully achieving their run
target score and completing the scenario.
y Rotate the batter and bowler every 3 deliveries. LEVEL 2 Field Size
y Once one team has finished batting, then the teams
swap roles with a new target set and new scenario y Increase field size to make it harder to score runs.
created and the challenge begins again.
y Come up with a new scenario.
LEVEL 3 Ball/Bat Challenge

COACHING
y Use a different ball and bat size for each of the 3 deliveries.
Remembering that once the ball or bat has been used, it
y Eyes on ball when striking. cannot be used again for those 3 remaining deliveries.
y Bowling with straight arm trying
to brush your ear with your arm.
SAFETY
ASK THE STUDENTS
y Ensure that fielders are at least 10
y How did you work well with your metres from the batter when hitting.
team in the field to decrease
the scoring opportunities of the
batting team?
y Where did you hit the ball to
maximise scoring?
114
6ers 2 2 6 to 10
Modified
Cricket 6 1 1
Cricket Game
WATCH VIDEO
12m
8m
y 2 batters – 1 at each end.

y The remaining students are fielders, who spread out. LEVEL 1 Delivery
y 1 ball is in play.
y Bowlers begin with underarm throws and scorcher balls.
y Any fielder can also be a bowler and bowl from either of
the 6 bowling stations (approximately 8m from the stumps). y When appropriate, students may progress to overarm
bowling and small balls.
y Bowlers may bowl at any time, at any stump.
The game is continuous.
y The batters hit the ball into the field. If the ball is hit, batters
must run. Runs are scored by running between the stumps.
y If a batter is ‘caught’ or ‘bowled’ they receive 0 runs and
the fielder or bowler receives 2. y Pass the ball a predetermined amount of times (2, 3,
y Batters aim to score as many runs as possible in 6 deliveries. or 4) between team mates, before bowling. Students
should communicate with their team mates throughout.
COACHING
ASK THE STUDENTS
y Emphasise the basics – free swing
of the bat, bowl with a straight arm, y How do you communicate with
keep your eye on the ball, and point the other batters?
at your target before bowling.
y When fielding, how could you tell
y Clear communication when running where the batter was going to hit
between the wickets is also key. the ball?
115
Yulunga
Traditional Indigenous Games
Acknowledgment
This game has been provided by Sport Australia and was based on the extensive research of
Ken Edwards in collating the traditional indigenous games with the assistance of Troy Meston.
Want to find more Yulunga Traditional Indigenous Games? Go to www.sportaus.gov.au/yulunga
The Yulunga Traditional
Indigenous Games resource
was developed to provide all
Australians with a greater
understanding and appreciation
of Indigenous culture – the way
it was many thousands of years
ago and still is today.
Over the years sport has played
a major role in developing a
socially cohesive environment
within Indigenous communities.
Many of the games you see
today have evolved from
traditional game of the past.
Diyari Koolchee
‘di-ya-ri kool-chee’
FULL CLASS
1 1
Per Per
student 1 student
BALL-ROLLING
GAMES OR
WATCH VIDEO
y Playing area: An open space with a rebound wall.

y Players place a marker or stump base 1-3 metres from the wall. LEVEL 1 Distance
y From a rope or line 5-10 metres in front of the wall, players roll
or underarm throw a ball to try and rebound the ball off the y Students can change the distance the target is place
wall and knock down the skittle, marker or stump base. from the wall or the distance from where they roll or
underarm throw the ball towards the wall.
y If a student knocks over the target, then they move it 1 metre
further away from the wall and if they miss then they move it
1 metre closer to the wall.
y A goal line can be set 5-7 metres from the rebound wall with a LEVEL 2 Angle
goal being scored when a player successfully progresses the
target beyond this line. y Students can vary the angle in which they roll or
underarm throw the ball towards the rebound wall.
COACHING
y Bend down and roll along the ground or

LEVEL 3 Opposite hand
underarm throw to bounce it off the wall.
y Students can roll or underarm throw the ball using their
y Aim for the target. Fingers towards, non-preferred hand.
palms up, opposite arm and leg.
ASK THE STUDENTS BACKGROUND

y This ball-throwing and hitting game was played by the
y Why is it important to step forward when Diyari people from near Lake Eyre in South Australia. The
we roll or underarm throw the ball? balls were called koolchee.
y Why is it important to follow through y We pay our respect to the traditional owners of this game
when we roll or underarm throw the ball? and acknowledge all elders past, present and emerging.
119
Kangaroo
‘kang-a-roo’ JUNKYARD
FULL CLASS
OF EQUIPMENT
2
JUMPING
GAMES
WATCH VIDEO
Ap
pr
ox
20m
y Create groups of 4.
y Send half of each team to either end of the playing area. LEVEL 1 ‘Hippety hop’ or the gallop step
y This is a simple relay game and should be conducted over a
distance appropriate to the age and ability of the students. y The teacher changes the locomotor skill to the gallop
step where students are now galloping around like
y The students take turns to bound or hop like a kangaroo. horses in the relay.
y They jump in long strides using an up and down motion.
y Once a player has completed the relay, they sit down at the
end of the line, with the first team to complete their relay LEVEL 2 Large ball challenge
being the winners of that round.
y Students can vary the angle in which they roll or
underarm throw the ball towards the rebound wall.
COACHING
LEVEL 3 Obstacles
y When jumping like a kangaroo, keep legs
together, hold arms close to the body y Teachers encourage students to create their own
at waist to chest height and keep hands obstacle courses to jump over or zig-zag around rather
pointing down towards the ground. than going in a straight path.
y Allow player to hop then one step, hop
on two feet then step again.
LEVEL 4 Races
y Teachers encourage students to create their own
ASK THE STUDENTS obstacle courses to jump over or zig zag around rather
than going in a straight path.
y Why is it important to bend your knees

when hopping?
y What helps you work well as a team in
BACKGROUND
this activity? y This style of imitation activity was a favourite and
popular activity for children everywhere. In one activity
children would copy the actions of the kangaroo.
y We pay our respect to the traditional owners of this game
and acknowledge all elders past, present and emerging.
120
Noongar
‘noon-gar wan-a’
Wana 1 2 6 to 10
24 2 1
BALL-HITTING
GAMES
y Place a target in the middle of a coned off

area marked within 2-metre diameter.
y The batter can stand next to the coned off
area but is not permitted to go inside.
y Create a safety circle of a 5 metre diameter
around the batter where no players may go
to retrieve a ball unless the game is stopped.
y Use cones to mark an even larger circle
with a diameter of around 7-12 metres.
y The diameter and distances for the set up
of the game should vary depending on the
age and ability of the players.
y Players spread out around the outer circle.
y 1-2 balls can be used in the game.
y On the teacher’s signal, students use an under roll or
underarm throw to try and hit the target in the middle.
y Teachers can remind students that no side
or overarm throws are permitted in this game.
y Fielders must keep one foot behind the outer
circle when rolling or throwing the ball.
y The batter uses a bat (or an item to strike with)
WATCH VIDEO
whilst standing outside the small circle attempting
to hit the balls away from the target.
y The ball can roll along the ground or bounce to hit the target.
y The balls cannot be thrown to hit the target on the full. LEVEL 1 One ball game
y Care must be taken to avoid hitting the batter with the ball.
y Starting with one ball is the perfect introduction to the
y The batter is in the centre for a set time or nominated number
game before adding in the second ball.
of deliveries before rotating with another student.
COACHING LEVEL 2 Two ball game

y Introduce the second ball to the game but the second
y Aim for the target. Fingers towards,
ball can only be released once the first ball has been
palms up, opposite arm and leg.
hit or fielded.
y Keep eyes on the ball when batting and
experiment with moving your feet.
LEVEL 3 Two batters

ASK THE STUDENTS
y Play the game with two batters in the middle.
y Each of the batter have their own half of the inner
y Where did you look when you hit the ball? 5-metre roped off area.
y How did you work well as a team? y Teachers should remind batters to be careful with bat
swings when batting with their partner at this level.
BACKGROUND
LEVEL 4 Playing in teams
y This game was played by the young Noongar girls in the
southwest of Western Australia. In one of these games a y Make it a small-side game and in teams.
short stick was placed on the ground and the other girls y Encourage students to create their own rules and
attempted to hit the stick while the girl defended it using scoring system for the game. eg. The batting team will
her wana (digging stick). receive 2 runs for a ball hit between the rope and the
y We pay our respect to the traditional owners of this game outer circle or a 4 runs if the ball passes through the
and acknowledge all elders past, present and emerging. outer circle but is not hit hard by the batter.
121
Tarnambai
‘tar-nam-bai’
FULL CLASS
1 2
RUNNING
GAMES
WATCH VIDEO
y Place two ropes or using existing line 20 metres apart

on the playing area. LEVEL 1 Release go
y This game is a running and chasing game, where a ball
is rolled and returned to the starting line. y Students no longer have to wait for the ball to pass
the 20 metres line but instead can begin running as
y Organise students into pairs.
soon as the ball is released from their partner’s hand.
y Both students stand at the one end of the playing area,
with one holding a ball.
y The partner with the ball rolls the ball away from their LEVEL 2 Timed events
partner who waits for the ball to cross the 20 metre rope
or line and then sprints after it, picks it up on the run y Students or teachers can run a stopwatch and time
and returns with the ball to the starting line. individual students.
y Players then swap roles. y Students can also be encouraged to time their own
y Teachers should allow students to have multiple turns partner with the option to add times together to create
in each role. a class or even world record!
y This game can be used as a whole class or small y Ensure students are given multiple opportunities to
group tabloid activity. beat their personal best.
COACHING LEVEL 3 Team relays

y Students are in groups of 3 or 4 and compete against
y When rolling the ball, fingers towards other groups in relays.
toward other end, palms up and use y Play multiple rounds and remind students to
opposite arm and leg. encourage all players.
y When running, keep eyes up and
head steady.
BACKGROUND
y This game was played by Tiwi Island children, where
ASK THE STUDENTS they collected the seed heads of the ‘spring rolling grass’
that grew on the sand hills near the coast and also in the
Batavia area of north Queensland where running and
y Where do you look when you are running? long-jumping were popular activities.
y How do move your body when picking y We pay our respect to the traditional owners of this game
up the ball? and acknowledge all elders past, present and emerging.
122
Wanambi
‘wa-nam-bi’
8 to 10
1
TAG GAMES
WATCH VIDEO
y Organise students into small groups and select one

student to be the wanambi. LEVEL 1 First person caught
y The selected wanambi sits in the middle of the large spiral
on the ground (this spiral represents a large snake). y The first person tagged by the wanambi becomes the
y All other students start at the other end of the rope new wanambi.
behind a marker.
y To begin the game, students move slowly in a line along
the spiral towards the ‘wa-nam-bi’. LEVEL 2 On a signal
y When the line of players reaches a set point of
approximately around 5 metres away, the ‘wa-nam-bi’ y Instead of a set distance of 5 metres for the wanambi to
jumps up and attempts to catch the players as they quickly stand up and the other students trying to flee back to
attempt to retreat backwards or turn and run out of the the line or marker, the teacher blows a whistle or calls
spiral and back past the starting marker. out “wanambi” for the students to turn and run whilst
the wanambi stands up, runs, and attempts to tag them.
y Change over the wanambi and continue playing
additional rounds.
LEVEL 3 Rotation
COACHING
y The player who was the wanambi joins on the end of
the line for their next turn and the players all move
y Balance along line and keep same forward one place with the first person in line to become
distance from person in front. the new wanambi.
y Bend your knees, turn your and run
back past the marker.
BACKGROUND
y This game was observed being played by the
ASK THE STUDENTS Pitjantjatjara people of central Australia.
y We pay our respect to the traditional owners of this game
and acknowledge all elders past, present and emerging.
y What helps you react quickly and move
as fast and you can back behind the
cone when trying to avoid being tagged?
y How can you work as a group to
decrease the chances of being tagged?
123
Reflections
A collection of simple activities for students
to reflect at the end of the lesson
Balance FULL CLASS
And SHARE
REFLECTION
ACTIVITY COMPLEXITY SETUP TIME EQUIPMENT GROUP SIZE
WATCH VIDEO
Use wide open space | Students work in pairs
y Invite students to go outside their comfort zone and work with a partner
they don’t usually work with.
y A teacher or student begins the activity by demonstrating a particular
balance for the remaining students to copy.
y Students then copy this balance in their pairs and whilst they balancing,
they take turns to share what they have learnt during the lesson.
y Teachers can prompt students with questions relating to the Learning Intention,
Success Badges or Focus Questions associated with the lesson.
y Teachers can then invite students to create their own balances in their pairs
and continue the sharing process with their own unique balances.
y Continue this process and allow students to work with different partners
before inviting students to share back their reflections with the whole class.
y Remember that reflections is a key aspect of the learning process.
127
Bounce FULL CLASS
And SHARE 1
Per PAIR
REFLECTION
WATCH VIDEO
y Partners bounce and catch the ball between them.
y When a student has the ball, this is their chance to share with their partner
based on the outcomes of the lesson.
y Once the student has finished sharing, they can then bounce the ball to their
partner who catches the ball and repeats the sharing and bouncing process.
y Continue this process and allow students to work with different partners before
inviting students to share back their reflections with the whole class.
y Remember that reflection is a key aspect of the learning process.
128
Catch FULL CLASS
And Chat 1
Per PAIR
REFLECTION
WATCH VIDEO
y Partners throw and catch the ball between them.
y Once the student has finished sharing, they can then throw the ball to their
partner who catches the ball and repeats the sharing and throwing process.
y Continue this process and allow students to work with different partners before
inviting students to share back their reflections with the whole class.
129
GreetingS FULL CLASS
CHECK OUT
REFLECTION
WATCH VIDEO
y Invite students to go outside their comfort zone and work with a partner they don’t usually work with.
y Teachers suggest a basic greeting (eg. A Fist Pump), with students completing this greeting with
a partner and then share their reflections on the lesson.
y Teachers can prompt students with questions relating to the Learning Intention, Success Badges
or Focus Questions associated with the lesson.
y Once both students have reflected it is then time to find a new partner, repeat the greeting
and sharing process.
y Teachers can challenge students to create their own unique greetings to use in the sharing process.
y If time permits teachers can invite students to reflect with everyone in the class!
y Continue this process and allow students to work with different partners before inviting
students to share back their reflections with the whole class.
130
In The Water FULL CLASS
Debrief 1
REFLECTION
WATCH VIDEO
IN THE
WATER
SHARE OUT
OF THE
WATER
Use wide open space
y Invite students to stand on the furthest side (from the teacher who is
standing in front of the rope) of a long rope place on the ground.
y Students react to one of three calls from the teacher; “in the water”
(jumping forward of the rope), “out of the water” (jumping backwards
of the rope) and “share” (turn to the person next to you and share based
on a question from the teacher).
y The questions from the teacher can relate to the lesson’s Learning Intention,
Success Badges or Focus Questions.
y Teachers can also remind students to work with different students and
“take a few steps” when the teacher prompts the class to share.
131
Number FULL CLASS
Check Out
REFLECTION
WATCH VIDEO
Use wide open space
y Invite students to sit down in a comfortable area at

the end of the lesson.
y The teacher or a nominated student asks the students to
If you run out of time

raise 1, 2 or 3 fingers above their head in response to a
question which relates to the Learning Intention, Success
Badges or Focus Questions associated with the lesson.
y 3 being the highest score a student can give, 2 being
a medium score and 1 being a low score. y You can simply invite your students to line up at the
y Students are invited to think back across the lesson and exit door of the gym or playing area and ask them
in response to different questions from the teacher they in response to a question to share with you from 1-3
raise that number of fingers above their head that best how they in response to the question.
reflect how they have gone within that lesson regarding y Remember that reflection is a key aspect of the
the question asked. learning process.
132
Roll And FULL CLASS
Share 1
Per PAIR
REFLECTION
WATCH VIDEO
y Partners roll and gather the ball between them.
y Once the first student has finished sharing, they then roll the ball to their
partner who gathers the ball and repeats the sharing and rolling process.
133
Share FULL CLASS
And Go
REFLECTION
WATCH VIDEO
y Invite students to go outside their comfort zone and work with a partner they don’t usually work with.
y Students reflect with their first partner based on what they have learnt during the lesson.
y Teachers can prompt students with questions relating to the Learning Intention, Success Badges
or Focus Questions associated with the lesson.
y Students share their own reflections and carefully listen to their partner’s responses.
y Once both partner’s have shared, they thank their partner and then move on to work with another student.
y Teachers can challenge students to work with everyone in the entire class!
y Pairs can either find their own new partner independently when they finish sharing or the teacher
can call “next partner” for all pairs to immediately find a new partner to work with.
y Continue this process and allow students to work with different partners before inviting students
to share back their reflections with the whole class.
134
Tap 1 set FULL CLASS
Out
REFLECTION
DOWNLOAD CARDS
y Teachers can place the Tap Out cards at the exit of the learning space
(this could be stuck on the wall of the gym or on a fence or bin).
y These cards feature 5 different levels relating to how the students have
worked within that lesson.
y The students read the 5 line descriptions on the card and self-assess by tapping
the appropriate card that best describes how they have gone in that lesson.
y Level 5 is the highest level with Level 1 being the lowest.
y These cards are not skill-based assessments but more a measure of how
students have shown respect for themselves, their classmates, the teacher
and rules and equipment during that lesson.
135
Turn FULL CLASS
And Talk
REFLECTION
WATCH VIDEO
y At the end of the lesson, invite students to turn and talk to the person next
to them relating to the lesson.
y Students share back and forth based on their key learnings associated
with the lesson.
y Teachers can prompt students with questions relating to the Learning
Intention, Success Badges or Focus Questions associated with the lesson.
y Continue this process and even allow students to work with different partners
136
Walk FULL CLASS
And Talk
REFLECTION
WATCH VIDEO
y Students walk in pairs around the outside of the oval or inside of the gym.
y Students discuss what they have learnt in the lesson with their partner.
y Before the students begin walking, the teachers can prompt students with
questions relating to the Learning Intention, Success Badges or Focus
Questions associated with the lesson.
137
Other
Resources
Classroom Learning Intention
Heading to use above your Learning Intention
Resources for the lesson. This gives your students the overall

outcome of the lesson.
These vibrant classroom resources make the perfect

Success Badges
Heading for Success Badges for the lesson.
addition to your whiteboard or display board where
Success Badges are usually 3 “I CAN” statements
you display the explicit teaching and learning for
which clearly demonstrate how your students can
your lessons.
be successful in the lesson.
Simply use these as headings to engage your students
with the content and outcomes of the lesson.
Focus Question
Heading to use for the Focus Questions for the lesson.
Focus Questions are key questions which link closely
to the outcomes of the lesson.
LEARNING
INTENTION TODAY’S FOCUS is...
SUCCESS
BADGES 1 2 3
FOCUS
QUESTION TODAY’S QUESTION is...
SUCCESS
BADGES
DOWNLOAD HERE 1 2 3
141
Common
Cricket Words DOWNLOAD HERE
These common cricket words help students fully picture and understand
the key pieces of equipment and skills associated with cricket. These
cards can be cut out and displayed in the learning environment or can
be hole punched and attached to a teacher lanyard for one on one
conversations with students.
coMmon cricket
words
Hit
Fielder
Catch
Bowler
Wicket
K e ep e r coMmon cricket
Overarm
Throw words Underoawrm
Thr
Cricaktet
B Stumps
Cricket Scorcher
Ball ball
Rope Whistle Cone
142
Emotional
Check In DOWNLOAD HERE
The emotional check in can be placed at the entrance to the
learning environment with teachers encouraging students to point to
how they are feeling as they arrive to the lesson. This allows teachers
to understand how students are feeling and also gives the students the
opportunity to self-assess and further develops their emotional literacy.
EMOTIONAL
CHECK IN EXCITED
HAPPY
EXCITED SAD STRESSED TIRED WORRIED

CHECK IN
EMOTIONAL
HAPPY MOTIVATED STRONG ANGRY SURPRISED
143
BBL Mascot
Memory Challenge Cards DOWNLOAD HERE
The BBL Mascot Memory Challenge is a highly engaging activity for any group of students. Teachers place the cards
face down on the ground with students attempting to turn over matching BBL Mascots! Students collaborate and
communicate in small groups making decisions with an elevated heart rate!
MEMORY CHALLENGE MEMORY CHALLENGE MEMORY CHALLENGE MEMORY CHALLENGE
144
Tap Out
Cards DOWNLOAD HERE
Place the Tap Out cards at the exit of the learning space and invite students to tap the appropriate card which best
describes how they have gone in that lesson.
y The cards feature 5 different levels, with Level 5 being the highest score and Level 1 being the lowest score.
y These cards are not skill-based assessments but more a measure of how students have shown respect for
themselves, their classmates, the teacher and equipment during that lesson.
1
I have shown some I have been
effort today. willing to try
new activities.
I have worked with a
few students today. I have listened to
the teacher.
I am working I am improving my
towards using effort in activities. I have been happy
equipment safely. I am refining my
to take turns.
I am beginning listening skills. I have used the
to take part in equipment correctly.
I am working on using
some activities. equipment safely. I have been
I am beginning to show I am starting
ready to start
improvement following to participate
each activity.
rules during lessons. in activities
independently.
I have shown
improvement when
following the rules.
I have been able to I have been willing

work on an activity to work with anyone
without the teacher. in the class.
I have been able to I showed a positive
make good choices. attitude during
all activities.
I have been able
to show respect. I was always taking
care of our equipment.
I have been able to
take responsibility I always take
for my own actions. responsibility for my
own actions and
I have been listened to others.
self-motivated and
worked independently. I was looking to coach
others to be their best.
145
To find out all about Cricket Australia’s
School Programs, please contact:
Cricket Australia
1800 CRICKET
community.cricket.com.au/schools
Cricket Australia would like to acknowledge

the work of others in creating this resource:
Wayne Schultz, Andy Hair and
Australian Cricket Schools Working Group

NEW Primary HPE Program

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Take it to the

HEALTH & PE – PRIMARY SCHOOL

USING THIS RESOURCE Session 1 Learning Intention

3 FOCUS QUESTIONS TIME ACTIVITIES

4 TIME other equipment ACPMP008 Movement Skills

5 ACTIVITIES AND GAMES 20-30 min In The Water hing Tips

The name of the activity which will have a

corresponding activity card explaining how the

40-45 min In The Water Debri

8 PHYSICAL LITERACY COACHING FOCUS

CRICKET AUSTRALIA COACHING APP

DOWNLOAD the CA COACHING APP HERE!

Engaging DELIVERY SUPPORT

Assistance y Respect diversity and inclusion.

SCHOOL The program aims to enhance a teachers capacity

PROGRAM whilst getting students healthy

MASCOT A free 4 week program that has students spending

Boys and girls get the opportunity

A four week curriculum aligned

Cricket Aligned to the Australian Curriculum, Cricket Smart

The Australian Sports Commission (ASC) has

ORGANISED Aligned to the Australian Cricket Junior Pathway,

CRICKET and girls the opportunity to play competitive cricket

Wellbeing: Cricket Australia have created exciting new

FIND OUT MORE

Cricket Australia have created exciting new resources

Personal Wellbeing Community Wellbeing

Inspiring Women and Girls

Coaching HOW and WHY CHANGE IT?

Number of STUDENTS � Maintain interest.

Equipment ACTIVITY LEVEL

Time � Include all.

Gather and back foot impact

Weight transfer to front foot

2 ROPES (20M) 24 CONES

5 RED 10 WHITE 4 BLIND

FIND OUT MORE FIND OUT MORE

■ Movement skills ■ Stability/balance ■ Muscular endurance

PSYCHOLOGICAL ■ Engagement & enjoyment ■ Self perception

■ Content knowledge ■ Strategy & planning

In The Water ACPMP009 connected skills in the 4 scorcher balls

Clear Your 4 scorcher balls I am a helpful,

Bowling connected arm throw. 4 scorcher balls

Australian Curriculum Focus Areas

ACPMP009 Participate in games with and without equipment.

ACPMP012 Cooperate with others when participating in physical activity.

ACPMP014 Follow rules when participating in physical activity.

SUCCESS BADGES FOCUS QUESTIONS

ACTIVITIES AUSTRALIAN Physical Literacy Basic

UNPACKING THE LESSON

In The Water 1 ball per student, Bend the knees.

2 cones per pair,

Respect Yourself – I always give maximum effort in games and activities

EQUIPMENT CONNECTION TO CLASSROOM Taking Cricket Home

FIND OUT MORE Watch VIDEO

SUCCESS BADGES FOCUS QUESTIONS

ACTIVITIES AUSTRALIAN Physical Literacy Basic

UNPACKING THE LESSON

Clear Your 8 cones, 4 balls,

Respect Teammates – I am a respectful supportive and helpful team mate

CONNECTION TO CLASSROOM Taking Cricket Home

FIND OUT MORE Watch VIDEO

SUCCESS BADGES FOCUS QUESTIONS

The name of the activity which will have a