year level: teachers

PLANNINGBYYearLevel:KANANOOKPRIMARYSCHOOLYEARPLANNER

MAJORTOPIC:FROM A LITTLE SEED ESSENTIALQUESTION:HOWAREPLANTSBENEFICIALTOOURENVIRONMENT?

FOLLOWTHELINKFORTHEVICTORIANCURRICULUMTOAIDINYOURPLANNING.SUBHEADINGSHAVEBEENHYPERLINKEDFOREASEOFFINDINGTHERELEVANTSECTIONSONTHEWEBSITE.http://victoriancurriculum.vcaa.vic.edu.au/THISPLANNERSHOULDALSOBEPREPAREDUSINGMATHSYEARLYPLANNERSANDTHEKPSEXPLICITWRITINGANDSPELLINGPLANNERTOENSUREWHOLESCHOOLCONSISTENCYINDELIVERYOFTHECONTENT.KPSREADINGPLANNERISCURRENTLYUNDERPRODUCTION.USEOFTHEVICTORIANCURRICULUMSHOULDBEMADEWHENPLANNINGFORREADINGALONGWITHTHEDAILY5ANDCAFÉREADINGMATERIALS.

TERM:4, 2016YEARLEVEL:Prep/1TEACHERS:Jacq Fimister, Sarah May, Taya King & Sue Young

PLANNINGBYYearLevel:KANANOOKPRIMARYSCHOOLYEARPLANNER TOPIC

Calendar dates

CIRCLE TIME/ SPEAKING AND LISTENING

READING Reading Rockets: strategies for teachers in delivery of CAFÉ reading

WRITING/ PUNCTUATION GRAMMAR SPELLING: Personal words are taught as well as the following whole class sessions.

NUMBER AND ALGEBRA MEASURMENT STATISTICS AND PROBABILITY

ICT- DIGITAL TECH Topic

EXTRA (PMP, LIBRARY, PE, BTN)

TER

M 3

WEEK 1 3rd Oct

Revise expected reading behaviors for each rotation. Both (Read appropriate levels that are good fit)

Text Type: Recount P/1- sentences

Nouns, pronouns, past tense action verbs, conjunctions, adverbs and adjectives time connectives

Spelling Groups Spelling Assessment SA Spelling Text Topic WordWall Use topic books

Number F- connect number names and numerals with sets of up to 20 elements 1- Count to and from 100. Locate these numbers on a number line.

Identifying the parts of a computer or laptop

- PMP: Prep K - Team Building: 1FM - Library - P.E: Gymnastics - Garden - Science - Cooking

WEEK 2 10th Oct

A- Blend sounds stretch and re read

A- Blend onset and rime C- Cross checking – do the pictures and the words look right/ sound right? F- Practise common sight words and high frequency words.

Text Type: Recount P/1- sentences

Nouns, pronouns, past tense action verbs, conjunctions, adverbs and adjectives Time connectives

Prep – Rhyming words Yr 1 – Rhyming words

Number & Algebra F- Counting strategies to solve problems that involve comparing, combining and separating, 1- Partition numbers using place value and carry out dimple additions and subtractions, using counting strategies

Finding all the letters on the keyboard

- PMP: 1FM - Team Building: Prep K - Library - P.E: Gymnastics - Garden - Science - Cooking

WEEK 3 17th Oct 20th PT

C- Monitor and fix up A-Flip the sound C- Use text features A- Chunk letters and sounds

Text Type: Information Report (Expose and Jointly Construct)

Common nouns, verbs, technical terms,paragraphs and topic sentences adjectives - classifying

Prep – Th, Sh, Ch Yr 1 -br

Number & Algebra F- Match individual objects with counting sequences up to and back from 20. 1- Recognise Australian coins to their value.

Using a search engine


WEEK 4 24th Oct 27th PT

. C- Make a picture or mental image A-Recognise sight words C- Make a picture or mental image A- Recognise literary elements genre plot charater setting problem resolution

Text Type: Information Report – Expose and Jointly Construct

Common nouns, verbs, technical terms,paragraphs and topic sentences adjectives - classifying

Prep - oo Yr 1 - oo

Number & Algebra F- order the first 10 elements of a set 1- I.D representations of one half.

Finding a website


WEEK 5 31ST Oct Melbourne Cup Day 3rd Nov PT

C- Adjust and apply different reading rates to match text E-Ask someone to define a word for you F- Adjust and apply different reading rates to match text E- Ask someone to define the word for you

Text Type: Narrative Prep – Expose and Model Ones – Teach and jointly construct

Common Nouns Adjectives Time connectives Adverbs Thinking verbs Past tense action verbs Direct Speech

Prep ee Yr 1 - mp

Number & Algebra F- Number rotations/activites 1- Describe number sequences resulting in from skip counting by 2s, 5s and 10s. continue simple patterns involving numbers and objects without the use of digital technology,

Logging on to a website


WEEK 6 7th Nov Friday 11 Rembere

The Coloured Feeling Game.

C- Cross checking do the pictures look right do they make sense? A-use beginning and ending sounds

Text Type Narrative Prep – Expose and Model Ones – Teach and jointly construct

Common Nouns Adjectives Time connectives Adverbs Thinking verbs

Assessment Week Measurement & Geometry F- ID measurement attributes in practical

Logging on to a website

- PMP: 1FM - Team Building: Prep K - Library - P.E: Gymnastics - Garden

PLANNINGBYYearLevel:KANANOOKPRIMARYSCHOOLYEARPLANNER nce Day A- Trade a word guess a word

E- Voracious Reading Past tense action verbs Direct Speech

situations and compare lengths, masses and capacities of familiar objects. 1- Use informal units of measurement to order objects based on length and capacity.

- Science - Cooking - Garden - Science - Cooking

WEEK 7 14th Nov 17th PT

The Coloured Feeling Game.

A-Chunk letters and sounds C –Back up and re read

A- Chunk letters and sounds C – Back up and re read

Text Type: Procedure Prep – Expose Jointly construct Year 1 – Teach jointly construct

Nouns, Verbs, Sequencing words

Prep – st Yr 1 - Sw, sn

Measurement & Geometry F- order events, explain time duration, match days of the week to familiar events 1- Tell the time to the half hour and explain time duration.

Using word -Opening a document Saving a document


WEEK 8 21st Nov Swimming Mon – Thursday p-2 Swimming

Hello Neigbour

C-Infer and support with evidence C Make and Adjust predictions, use text to confirm

B- Infer and support with evidence

C- Make and Adjust predictions , use text to confirm

Procedure Prep – Expose Jointly construct Year 1 – Teach jointly construct

Nouns, Verbs, Sequencing words

Prep – Tr Yr 1 – Morphemic rule 1

Measurement & Geometry F- Identify simple shapes in the environment and sort shapes by their common and distinctive features. 1- describe 2D SHAPES AND 3d objects.

Using word - Opening a document saving a document and changing font


WEEK 9 28th Nov Mon – Friday Swimming Friday 2nd –Reports Due

Hickety Pickety Bumblebee- Sight Word

F- Use punctuation to enhance fluency A-Recognise sight words F – Practise common sight words Use punctuation to enhance fluency

Description Prep – Expose Jointly construct Year One – Teach independently construct

General Nouns, Common Nouns Action Verbs Technical Terms Use of Paragraphs with topic senstences Adjectives Classifyin adjectives

Prep – br Grade 1 –Morphemic rule - 2

Statistics & Probability F- sort familiar categorical data into sets. Answer yes/ no and make simple true/false statements about data. 1- describe data displays. Ask questions to collect and draw simple data. Classify outcomes of simple events.

Using word -Opening a document saving a document changing font Size/ style and colour.

- PMP: Prep K - Team Building: 1FM - Library - P.E: Lawn Bowls - Garden - Science - Cooking

WEEK 10 5th Dec p-5 Orientation 6th Thurs 8th- Caring Kid Fri 9th House Sport – Parent Helper Morning tea

Tell us

Teacher Review

Description Prep – Expose Jointly construct Year One – Teach independently construct

General Nouns, Common Nouns Action Verbs Technical Terms Use of Paragraphs with topic senstences Adjectives Classifyin adjectives

Prep cr – Morphemic rule 3

Assessment

- PMP: 1FM - Team Building: Prep K - Library - P.E: Lawn Balls - Garden - Science - Cooking


Week 11 12th Dec Reports Printed 15th Dec Christmas Concert

Tell me a story. Each student adds to the story Teacher Review

Teacher Review Teacher Review

Christmas words

Assessment

- PMP: Prep K - Team Building: Prep K - Library - P.E: Lawn Balls

Week 12 19th Dec 20th Final Assembly

Favourite memories from the year.

Teacher Review Teacher Review Christmas words

Christmas Maths

- PMP: 1FM - Team Building: Prep K - Library - P.E: Lawn Balls

INTE

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Highlight Curriculum Areas Being Focused on this term: these will be reported on in the next report cycle.

Health and PE (F-6) Economics and Business (5-6)

History (F-6) Technologies - Design and Technologies (F-6)

Science (F-6) Technologies – Digital Technologies (F-6)

Geography (F-6) Civics and Citizenship (3-6)

THEME TITLE: From a little seed.SSENTIAL QUESTION: How are plants beneficial to our environment?

MAJOR FOCUS ACTIVITIES

Week 1 ‘What do we know about plants?’ Where do we see plants. Where do we see no plants. Have you ever planted a plants Week 6 What would happen without plants?

Week 2 “Life Cycle of plants” Week 7 Plants as habitats

Week 3 How a seed grows Week 8 Pretty Plants

Week 4 What do seeds produce Week 9 Other uses

Week 5 Are all plants edible? Week 10 Revise

CURRICULUM CONTENT Add more rows as needed. Cut and paste from the Victorian Curriculum Scope and Sequence Charts for the relevant curriculum areas that have been indicated above as major focus areas.


LEVELSFOUNDATION-2

Personal and Social Capability Critical and Creative Thinking Ethical Capability Intercultural Capability Foundation Levels 1 and 2

Questions and Possibilities • Identify, describe and use different kinds of question

stems to gather information and ideas

• Consider personal reactions to situations or problems and how these reactions may influence thinking

• Make simple modifications to known ideas and routine solutions to generate some different ideas and possibilities

Reasoning

• Examine words that show reasons and words that show conclusions

• Compare and contrast information and ideas in own and others reasoning

• Consider how reasons and examples are used to support a point of view and illustrate meaning

Meta-Cognition • Considerwaystoexpressanddescribethinking

activity,includingtheexpressionoffeelingsaboutlearning,bothtoothersandself

• Exploresomelearningstrategies,includingplanning,repetition,rewording,memorisation,anduseofmnemonics

• Investigatewaystoproblem-solve,usingegocentricandexperientiallanguage

Understanding Concepts • Explore the meaning of right and wrong,

good and bad, as concepts concerned with the outcomes of acts

Decision Making and Actions • Explore the type of acts often considered

right and those often considered wrong and the reasons why they are considered so

• Explore the effects that personal feelings can have on how people behave in situations where ethical issues are involved

Cultural Practices • Identify what is familiar and what is different

in the ways culturally diverse individuals and families live

• Describe their experiences of intercultural encounters in which they have been involved

Cultural Diversity • Identify and discuss cultural diversity in the

school and/or community

• Imagine and explain what their responses might be if they were placed in a different cultural situation or setting

Self-Awareness and Management Recognition and expression of emotions

• Develop a vocabulary and practise the expression of emotions to describe how they feel in different familiar situations

Development of resilience

• Identify their likes and dislikes, needs and wants, abilities and strengths

• Recognise that problems or challenges are a normal part of life and that there are actions that can be undertaken to manage problems

Social Awareness and Management Relationships and diversity

• Identify a range of groups to which they, their family and members of their class belong

• Practise the skills required to include others and make friends with peers, teachers and other adults

Collaboration

• Name and practise basic skills required to work collaboratively with peers

• Use appropriate language to describe what happens and how they feel when experiencing positive interactions or conflict


• Extend their vocabulary through which to recognise and describe emotions and when, how and with whom it is appropriate to share emotions


• Identify personal strengths and describe how these strengths are useful in school or family life

• Explain how being prepared to try new things can help identify strategies when faced with unfamiliar or challenging situations


• Identify how families can have a range of relationships

• Listen to others’ ideas, and recognise that others may see things differently

• Describe ways of making and keeping friends, including how actions and words can help or hurt others, and the effects of modifying their behaviour

Collaboration

• Use basic skills required for participation in group tasks and respond to simple questions about their contribution to group tasks

• Recognise that conflict occurs and distinguish between appropriate and inappropriate ways to deal with conflict

Levels3and4Critical and Creative Thinking Ethical Capability Intercultural Capability Personal and Social Capability

THE FOUR CAPABILITIES WILL BE INTEGRATED ACROSSS THE CURRICULUM WHENEVER POSSIBLE, HOWEVER THEY WILL ALSO BE EXPLICILITLY TAUGHT AND PLANNED FOR

Highlight the capabilities that will be explicitly taught this term and place them in the weekly planner above. Titles are hyperlinked to the relevant section of the Victorian Curriculum website.


Critical and Creative Thinking Ethical Capability Intercultural Capability Personal and Social Capability

Questions and Possibilities • Construct and use open and closed questions for different

purposes

• Explore reactions to a given situation or problem and consider the effect of pre-established preferences

• Investigate different techniques to sort facts and extend known ideas to generate novel and imaginative ideas

Reasoning

• Examine and use the structure of a basic argument, with an aim, reasons and conclusion to present a point of view

• Distinguish between main and peripheral ideas in own and others information and points of view

• Investigate why and when the consequences of a point of view should be considered

• Identify and use ‘If, then…’ and ‘what if…’ reasoning • Explore distinctions when organising and sorting information and

ideas from a range of sources Meta-Cognition • Considerconcreteandpictorialmodelstofacilitate

thinking,includingarangeofvisualisationstrategies• Examineanincreasedrangeoflearningstrategies,including

visualisation,note-taking,peerinstructionandincubation,andreflectonhowthesecanbeappliedtodifferenttaskstoreachagoal

• Investigatearangeofproblem-solvingstrategies,includingbrainstorming,identifying,comparingandselectingoptions,anddevelopingandtestinghypotheses

Understanding Concepts • Explore the contested meaning of concepts including fairness and

harm and how they can seem to differ in different situations

• Explore the extent to which particular acts might be regarded by different people as good or bad, right or wrong, better or worse, and explain why

• Discuss the ways to identify ethical considerations in a range of problems

Decision Making and Actions • Explore how apparently wrong actions can sometimes lead to good

outcomes and the reverse • Discuss the role of personal values and dispositions in ethical

decision-making and actions

Cultural Practices • Compare their own and others cultural practices, showing how

these may influence the ways people relate to each other

• Describe what they have learnt about themselves and others from intercultural experiences including a critical perspective on and respect for their own and others cultures

Cultural Diversity • Explain the role of cultural traditions in the development of

personal, group and national identities • Identify how understandings between culturally diverse groups can

be encouraged and achieved


• Identify and explore the expression of emotions in social situations and the impact on self and others


• Identify personal strengths and select personal qualities that could be further developed

• Identify how persistence and adaptability can be used when faced with challenging situations and change

• Name and describe the skills required to work independently Social Awareness and Management Relationships and diversity

• Examine the similarities and differences between individuals and groups based on factors such as sex, age, ability, language, culture and religion

• Describe the ways in which similarities and differences can effect relationships

• Identify the importance of including others in activities, groups and games

Collaboration

• Demonstrate skills for effective participation in group tasks and use criteria provided to reflect on the effectiveness of the teams in which they participate

• Identify conflicts commonly experienced in peer groups and suggest possible causes and resolutions

PLANNINGBYYearLevel:KANANOOKPRIMARYSCHOOLYEARPLANNER Levels5and6

Critical and Creative Thinking Ethical Capability Intercultural Capability Personal and Social Capability Questions and Possibilities • Examine how different kinds of questions can be used to identify

and clarify information, ideas and possibilities

• Experiment with alternative ideas and actions by setting preconceptions to one side

• Identify and form links and patterns from multiple information sources to generate non-routine ideas and possibilities

Reasoning

• Investigate common reasoning errors including contradiction and inconsistency, and the influence of context

• Consider the importance of giving reasons and evidence and how the strength of these can be evaluated

• Consider when analogies might be used in expressing a point of view and how they should be expressed and evaluated

• Examine the difference between valid and sound arguments and between inductive and deductive reasoning, and their degrees of certainty

• Explore what a criterion is, different kinds of criteria, and how to select appropriate criteria for the purposes of filtering information and ideas

Meta-Cognition • Investigate thinking processes using visual models and language

strategies

• Examinelearningstrategies,includingconstructinganalogies,visualisingideas,summarisingandparaphrasinginformationandreflectontheapplicationofthesestrategiesindifferentsituations

• Investigatehowideasandproblemscanbedisaggregatedintosmallerelementsorideas,howcriteriacanbeusedtoidentifygapsinexistingknowledge,andassessandtestideasandproposals

Understanding Concepts • Examine the contested meaning of concepts including truth and

happiness and the extent to which these concepts are and should be valued

• Discuss how ethical principles can be used as the basis for action, considering the influence of cultural norms, religion, world views and philosophical thought on these principles

• Examine how problems may contain more than one ethical issue

Decision Making and Actions • Explore the significance of ‘means versus ends’ by considering two

ways to act when presented with a problem: one that privileges means and one ends

• Discuss the role and significance of conscience and reasoning in ethical decision-making

Cultural Practices • Analyse how aspects of their own and others lifestyle, behaviour,

attitudes and beliefs can be culturally influenced

• Explain how intercultural experiences can influence beliefs and behaviours, including developing a critical perspective on and respect for their own and others cultures

Cultural Diversity • Identify barriers to and means of reaching understandings within

and between culturally diverse groups • Examine and discuss the variety of ways in which people

understand and appreciate differing cultural values and perspectives, and the things which promote or inhibit effective engagement with diverse cultural groups


• Explore the links between their emotions and their behaviour Development of resilience

• Reflect on how personal strengths have assisted in achieving success at home, at school or in the community

• Describe what it means to be confident, adaptable and persistent and why these attributes are important in dealing with new or challenging situations

• Identify the skills for working independently and describe their performance when undertaking independent tasks


• Explore and discuss behaviours that demonstrate sensitivity to individual, social and cultural differences

• Define and recognise examples of stereotypes, discrimination and prejudice and discuss how they impact on the individual

• Describe the characteristics of respectful relationships and suggest ways that respectful relationships can be achieved

Collaboration

• Identify the characteristics of an effective team and develop descriptions for particular roles including leadership, and describe both their own and their team’s performance when undertaking various roles

• Describe the various causes of conflict and evaluate possible strategies to address conflict

PLANNINGBYYearLevel:KANANOOKPRIMARYSCHOOLYEARPLANNER CIRCLEGAMES:TheFeelingGame-Colouredspinnertodeterminethedaysfeelingthatwillbesharedwiththeclass.Red-somethingthatmakesyouangryBrown-somethingthatmakesyousadGreen-somethingthatmakesyouhappyYellow-somethingthatmakesyoufeelexcitedBlue-apoorchoicethatyouhavemadeandwhatyoucouldhavedonedifferentOrange-agoodchoicethatyouhavemadePasstheletter-Differentlettersormagicwordsareplacedinabag.Thebaggoesaroundthecircleandwhentheteachersays,‘stop’thechildmustpickoutaletter/wordandtelltheclasswhatitis.HelloNeighbour–Helloneighbor(wave)Whatdoyousay?(shakehands)It’sgoingtobeabeautifulday!(makecirclewithbothhandsinfrontofyou)Soclapyourhandsandstompyourfeet,Jumpupanddownandhaveaseat!HicketyPicketyBumblebee(sightwords)Canyousaythewordwithme?Nowspellit!Nowshoutit!Nowwhisperit!Nowclapit!Nowstompit!Nowcheerit!Tellus-UsingcolouredspinnersRed-somethingaboutyesterdayOrange-somethingyoudowellYellow-somethingaboutyourchildhoodBlue-somethingyoulearnedlastweekBrown-somethingyoucan’tlivewithoutGreen-somethingyouwatch/listento


Gymnastics, Week 1-8

Lesson Objective & Equipment Start out (10 Minutes) Get into it (35 Minutes) Finish up (5 minutes)

1 3rd Oct

Spring and landing

- Blue floor mat - 4-6 hoops - Medium sized ball

• Here, there, nowhere (on the spot- tuck sit, angry cat, hands and knees, balance on one leg).

• Spaghetti bodies- In pairs, players attempt to ‘break’ their partner’s basic shape and test for loose body.

• Mexican wave- Players stand around the mat and one player demonstrates a prone safety fall (arms out and legs together, elbows bent and head to the side). Each players takes in turn of the Mexican wave/fall.

• Roll- Students take it in turns of rolling forward on the mat. Maybe even backwards? • Stork Tag- 4-6 runners with a hoop and can’t be tagged. A hoop runner can free

tagged runners by placing the hoop on the ground. They must jump inside and out of the hoop.

• Frogs and lily pads- Jumping from lily pad to lily pad using two feet to take off and land.

Run the circle- Players sit in a circle and try to pass or roll the ball around using only their feet.

2 10th Oct

Statics and rotation

- Pirates gold - Hoops - Ball x2

• Pirates Gold- The pirate’s crew attempt to steal the gold from the pirate and make it home without being tagged.

• Coach says- Same rules as Simon says… tuck sit, angry cat, hands and knees, balance on one leg.

• Racing Relay- The quickest team to roll a ball or pass a hoop • Nose & toes tag- 3 taggers try to tag other players who must hold their nose and toe

if tagged. • 3 feet, 2 hands- moving around the room and on the teacher’s call they must group

any way they like, but the must have 3 feet and 2 hands involved. • Frozen tag- 1 tagger tries to tag the players who must hold a static balance for 5

seconds. • Stone, bridge, tree- A relay race using static and locomotion (player curled into a

ball, player as a body bridge and a player standing tall as a tree).

Hoop stretch- Players explore balancing different body positions while stretching from inside a hoop (one leg, one arm, both arms out of hoop).

3 17th Oct

Locomotion

- Music - Basketball court - 4x cones

• Frost and Thaw- One player is Frost and the chaser, Another is thaw. Frost tries to tag as many players as possible. Once tagged they must stand on the spot and perform a static position. Thaw can melt these players by touching them.

• Here, there, nowhere is on the spot- side step, march step, on the spot step.

• Let’s dance! Students work in groups to perform a short routine to the group. • Follow the line A tagger tries to tag players who are moving around a court area

following the lines. Once tagged the place sit where tagged and form a block for other players.

• Target relay skipping, running, jumping and walking.

Four corners- students stand in 4 corners. They are given a team name (beam, vault, floor, bars) they must run to the middle when called.

4 24th Oct

Locomotion, spring and landing

- Cones or coloured dot mats

- Hoops - Skipping ropes- small

and big - Hearts, clubs,

diamonds, spades displays

- Deck of cards

• Hospital Tag- a tagger tags a player. When tagged they must hold the body part that was tagged and tag another player.

• Coach says (jumping, jumping jacks, walking on hands, scorpion kicks)

• Number change two groups, students given a number. One player in the middle calls a number and swaps places with them.

• Skip to my lou- skipping around the classroom- rotations: individual skipping, big/group skipping, hoop skipping and normal skipping with no equip.

• Hearts, clubs, diamonds, spades- students pick up a card and move to that activity (jumping jacks, hopping, jumping in and out of hoops, skipping)

Circle sit- stand up, turn around and sit down.

5 31st Oct

Statics and revision

- marker cones - skipping ropes - bean bags - playing cards - card signs

• Flip it! Half the team have their cones up. One have has theirs down. Which team has the most?

• Tunnel crawl- Crawl through legs and then nominate a movement at the end for everyone to do

• Underarm return relay- Player runs to a spot to do a movement. On the way back they pick up a bean bag and underarm throw it to the next person in line.

• Hearts, clubs, diamonds, spades students pick up a card and move to that activity (jumping jacks, hopping, jumping in and out of hoops, skipping)

• Frozen tag- 1 tagger tries to tag the players who must hold a static balance for 5 seconds.

• Stone, bridge, tree A relay race using static and locomotion (player curled into a ball, player as a body bridge and a player standing tall as a tree).

Untie the knot- small groups. Player holds hands with another player. They need to untie the knot without it breaking.


6 7th Nov

Spring landing

- Two lines - Music - Hoops - Cones x4

• Speed touch- Team a tries to touch player while team b leans back.

• Coach says (muscle man, high v, front support/push up and cheerleading)

• Let’s dance! Students work in groups to perform a short routine to the group. • Target relay skipping, running, jumping and walking • Frogs and lily pads Jumping from lily pad to lily pad using two feet to take off and

land.

Four corners students stand in 4 corners. They are given a team name (beam, vault, floor, bars) they must run to the middle when called.

7 14th Nov

Statics and rotation

- been bags - cones x 4

• How many bean bags? Collecting been bags and bringing them back to base.

• Look out for others running around in the area but looking out for others. Call a number and a body part.

• Hearts, clubs, diamonds, spades students pick up a card and move to that activity (jumping jacks, hopping, jumping in and out of hoops, skipping)

• Team alphabet- players move around the floor and act out different animals until you call out a letter and they try to make it with their bodies.

Hoop stretch- Players explore balancing different body positions while stretching from inside a hoop (one leg, one arm, both arms out of hoop).

8 21st Nov

Revision of Dominant Movement Patterns

• High 5s, low 5s • Fish in the net- 3 players form a net by

holding hands. They catch others by surrounding them. Caught players join the net.

• Lets dance! Students work in groups to perform a short routine to the group. Relaxation


Lawn Bowls, Week 9- 12 Week Objective Start out Get into it Finish up

9 28th Nov

Delivering the Jack

- 1 x tennis ball each - lined area - large ball

• Two halves- split the group into 2 teams by playing games

• Throw, throw, throw- 2 teams face each other. Every person rolls a ball. They must roll the ball over the line. The team with the least amount of balls on their side wins.

• Bombard- Two teams sit opposite each other and roll tennis balls at a large target ball and try to move the target ball over a goal line.

• Gorri- A large ball is rolled and the players try to hit it with a tennis ball.

• Triangle Roll players stand in groups of three/triangle and practise rolling the ball to each other (step forward with the opp foot)

Put it away! Gather up equipment and put it away properly.

10 5TH

Dec

Aiming for the Jack

- rolling ball - area with a square (use chalk) - balls each - skittles

• Fun on the spot exercises on the spot • Hit the square two teams oppositie each

other bowl a ball so that it lends in the square. The team to score 10 points is the winner (play in smaller groups)

• Snakes alive the first ball rolled is the head of the snake. Players aim to roll the ball behind the head of the snake to make a long snake. (small group)

• Corner Bowls- practise rolling the ball to

each other • Koolchee- a ball rolling game. Balls are

rolled either to hit other balls or to knock over a skittle. (two teams opposite each other and skittles in the middle)

• What did you learn? • Put it away

11 12th Dec

Distance and accuracy

- cones to make a target line - courts with target (hoops - bean bags - big target ball - individual tennis balls

• Form a group- number game. End on groups of 4.

• Bullseye- Players try to roll a ball to a tarhet, aiming to score max points.

• Triangle roll players stand in groups of three/triangle and practise rolling the ball to each other

• Kolap- 2-3 groups of players. Players try to

underarm throw the bag to a target. Keep going until all team members have got their bag into a hoop. First team wins.

• Corner Bowls- 4 teams on each corner aim to hit the big target ball. Under arm rolling only.

• Four corners students stand in 4 corners. They are given a team name () they must run to the middle when called.

• Put it away

12 19th Dec

Understanding bias

- individual tennis ball - skittles - cones to make gates/lines

• Low 5s, high 5s • Roll a ball to a friend

• Speed gate players roll a ball yhrough the gate to an end line. The ball that passes through the gate and stops closet to the end wins the point.

• Koolchee a ball rolling game. Balls are rolled either to hit other balls or to knock over a skittle. (two teams opposite each other and skittles in the middle)

• Video ref- children mime specific sporting actions (running, passing, catching, kicking)

• Put it away!

year level: teachers

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