Physical

Education

Term 1,

2014

Physical Education Planner Term 1 2014

Wk Teaching Method

Prep Instructional

Gr 1 Rotations

Gr 2 Strategic

Gr 3 Strategic/Skill

/ Game

Gr 4 Skill/ Game

Gr 5 Game Sense

Gr 6 Game Sense

1 No classes No classes No classes No classes No classes No classes No classes

2 Welcome to PE Rules minor games

Welcome to PE Rules minor games

Welcome to PE Rules minor games

Athletics Jumps Long

Triple

Athletics Jumps Long

Triple

Athletics Throws, Shot

Discus

Athletics Throws, Shot

Discus

3 Welcome to PE Rules minor games

Welcome to PE Rules minor games

Welcome to PE Rules minor games

Athletics Throws, Shot

Discus

Athletics Throws, Shot

Discus

Athletics Jumps Long

Triple

Athletics Jumps Long

Triple

4 Welcome to PE Rules minor games

Welcome to PE Rules minor games

Welcome to PE Rules minor games

Athletics High Jump

Hurdles

Athletics High Jump

Hurdles

Athletics High Jump

Hurdles

Athletics High Jump

Hurdles

5 Welcome to PE Rules minor games

Welcome to PE Rules minor games

Welcome to PE Rules minor games

Athletics Sprints

Athletics Sprints

Athletics Sprints

Athletics Sprints

6 Manipulatives Throw Throw T20 Cricket 4 Week Program

T20 Cricket 4 Week Program

T-Ball T-Ball

7 Manipulatives Throw Throw T20 Cricket 4 Week Program

T20 Cricket 4 Week Program

T-Ball T-Ball

8 Manipulatives Throw Throw T20 Cricket 4 Week Program

T20 Cricket 4 Week Program

T-Ball T-Ball

9 Manipulatives Throw Throw T20 Cricket 4 Week Program

T20 Cricket 4 Week Program

T-Ball T-Ball

10 Foddy Soccer Clinics

Foddy Soccer Clinics

Foddy Soccer Clinics

Foddy Soccer Clinics

Foddy Soccer Clinics

Foddy Soccer Clinics

Foddy Soccer Clinics

Physical Education Unit Curriculum Plan- Grade Prep Manipulatives

UNIT TITLE: Throw GRADE: One Le

arni

ng

Inte

ntio

ns

Week 1 Children will: Discuss Rules about what is expected in PE

Week 2 Children will: Play games that promote instruction

Week 3 Children will: Play individual and Team games with lots of instruction

Week 4 Children will: Play a mixture of minor games for group and individual focus

AUSV

ELS

Sub-strand 1: Moving our body- Perform fundamental movement skills in different movement situations

Below Expected Level

At Expected Level performing locomotor skills in any direction from one point to another (AP, FMS, RE)

Above Expected Level performing locomotor movements to travel in different directions using different body parts (AP, FMS, RE)

Look

s lik

e No Involvement

Static in their movement during games. Lacks enthusiasm to engage as part of a team. Unsure of what they should be doing.

Involved moving around the playing field. Engaged and working as team player. Encouraging other team mates.

Qua

lity

Task

s W

eek

1

Scarf Exploration Scarf Exploration Lead up Spark K-2 Manual (Manipulatives Page 1 and 3)

Qua

lity

Task

s W

eek

2

Bean Bag Exploration Twist and Turn Bend and Stretch Line Boogie Spark K-2 Manual (Manipulatives Page 5,7, 9)

Qua

lity

Task

s W

eek

3

Hoop Exploration Hoop Spinning Hoop Rolling Partner Rolling Spark K-2 Manual (Manipulatives Page 15,17,19,21)

Qua

lity

Task

s W

eek

4

Manipulatives Circuit Spark K-2 Manual (Manipulatives Page 23

References/Resources Fundamental Motor Skills Manual Spark K-2 Manual www.pecentral.org

Teac

her

Asse

ssm

ent

Children Show: They can move in different directions without any interference between two points.

Children can: Show spatial awareness and perform their skills without running into others

Children can: Control over their object. They are able to perform a basic skill without losing control.

Personal/Interpersonal - How does each child perform

individually and within team situations during class

Differentiation/Success Criteria: Practise Sessions- Pairing ‘At Level’ students with ‘below level’ students. Advanced: have them hit with a ball coming to them rather than stationary or off a rebound net Groups: Allow a mixture of all levels in each team Success: Celebrate small improvements and correct attempts.

Physical Education Unit Curriculum Plan- Grade Prep Welcome to PE

UNIT TITLE: Throw GRADE: One Le

arni

ng

Inte

ntio

ns

Week 1 Children will: Revise rules and what is expected in PE

Week 2 Children will: Play Team Games that promote group work

Week 3 Children will: Play group games that require an individual focus within

Week 4 Children will: Play a mixture of minor games for group and individual focus

AUSV

ELS

Sub-strand 1: Moving our body- Perform fundamental movement skills in different movement situations

Below Expected Level

At Expected Level performing locomotor skills in any direction from one point to another (AP, FMS, RE)

Above Expected Level performing locomotor movements to travel in different directions using different body parts (AP, FMS, RE)

Look

s lik

e Static in their movement during games. Lacks enthusiasm to engage as part of a team. Unsure of what they should be doing.

Involved moving around the playing field. Engaged and working as team player. Encouraging other team mates.

Qua

lity

Task

s W

eek

1

Gym Rules What the whistle means? Where to line up? Where are the toilets? Where to go and not to go?

Minor Activities Bumper Cars Line Chasey Scare Crow Tiggy

Qua

lity

Task

s W

eek

2

Revision of Gym Rules Line Games Fill the bucket Bean Bag Scramble

Qua

lity

Task

s W

eek

3

Revision of Gym Rules Line Games Fill the bucket Just Dance

Qua

lity

Task

s W

eek

4

Revision of Gym Rules Line Games Fill the bucket Just Dance

References/Resources Fundamental Motor Skills Manual

Teac

her

Asse

ssm

ent

Children Show: -

Children can: -

Children can:

Personal/Interpersonal - How does each child perform

individually and within team situations during class

Differentiation/Success Criteria: Practise Sessions- Pairing ‘At Level’ students with ‘below level’ students. Advanced: have them hit with a ball coming to them rather than stationary or off a rebound net Groups: Allow a mixture of all levels in each team Success: Celebrate small improvements and correct attempts.

Physical Education Unit Curriculum Plan- Grade 1 Throw

UNIT TITLE: Throw GRADE: One Le

arni

ng

Inte

ntio

ns

Week 1 Children will: Practise to throw the ball understand the correct body action

Week 2 Children will: Start to develop knowledge in how to throw the object harder and further

Week 3 Children will: Work on throwing the object with a higher degree of accuracy

Week 4 Children will: Use power and accuracy of throwing in a game situation.

AUSV

ELS

Sub-strand 1: Moving our body- Perform fundamental movement skills in different movement situations

Below Expected Level sending, controlling and receiving objects at different levels and in different ways (AP, FMS)

At Expected Level performing manipulative skills involving handling and controlling objects with equipment and different parts of the body (AP, FMS, RE)

Above Expected Level exploring and practising different techniques

to propel an objects towards a target (AP, FMS)

Look

s lik

e Eyes are focused on ball. Stand side on to the target

At below Expected Level PLUS Throw arm nearly straight behind body

Step towards the target with opposite foot Sequential hip to shoulder rotation

At Expected Level PLUS Throwing arm follows through down and across the body

Qua

lity

Task

s W

eek

1

Introducing Throw Partner Throw Throwing at wall Copy cat throwing- partner led and teacher led Throwing balls, bean bags, foam balls

Use throw down markers for those unable to stand in correct position

Qua

lity

Task

s W

eek

2

Distance Throw object over the tennis net. Throw bean bags into the basketball ring. Throw bean bags along a measuring tape. Throw mini javelins.

Throwing rubber chickens into a hoop a 5 metres distance. Throwing object with a SCOOP. Throwing object through handball Target

Qua

lity

Task

s W

eek

3

Accuracy- Throw objects at targets on wall. Throw objects at seated targets. Count the number of blocks knocked over. Throw object through a small gap.

Throw bean bags into hoops Throw bean bag at larger ball to move it Throw small ball at moving target Throw object into soccer goal Throw shuttle cock into bucket

Qua

lity

Task

s W

eek

4

Game- Split the group into two working areas. Group 1- Skittle Ball page 49 FMS Manual Group 2- Knock Down page 54 FMS Manual

References/Resources Fundamental Motor Skills Manual

Teac

her

Asse

ssm

ent

Children Show: - Correct Stance - Eyes on Target - Throw arm behind

body nearly straight - Side on stance

Children can: - Throw a ball at a

larger object (bin chair etc) and hit this object.

- Write a score out of 5 throws

Children can: Throw a ball over a longer distance. Have 3 zones set up: Less than 5 metres (below) 5-10 metres (expected) 10 metres + (above)

Personal/Interpersonal - How does each child perform

individually and within team situations during class

Differentiation/Success Criteria: Practise Sessions- Pairing ‘At Level’ students with ‘below level’ students. Advanced: have them hit with a ball coming to them rather than stationary or off a rebound net Groups: Allow a mixture of all levels in each team Success: Celebrate small improvements and correct attempts.

Physical Education Unit Curriculum Plan- Grade 1 Welcome to PE

UNIT TITLE: Throw GRADE: One Le

arni

ng

Inte

ntio

ns

Week 1 Children will: Revise rules and what is expected in PE

Week 2 Children will: Play Team Games that promote group work

Week 3 Children will: Play group games that require an individual focus within

Week 4 Children will: Play a mixture of minor games for group and individual focus

AUSV

ELS

Sub-strand 1: Moving our body- Perform fundamental movement skills in different movement situations

Below Expected Level performing locomotor skills in any direction from one point to another (AP, FMS, RE)

At Expected Level performing locomotor movements to travel in different directions using different body parts (AP, FMS, RE)

Above Expected Level performing activities where locomotor and manipulative skills are combined (AP, FMS, RE)

Look

s lik

e Static in their movement during games. Lacks enthusiasm to engage as part of a team. Unsure of what they should be doing.

Involved moving around the playing field. Engaged and working as team player. Encouraging other team mates.

Shows high levels of understanding of the games. Understandings the rules of the game and uses the rules to help benefit their own action. Encourages all other players

Qua

lity

Task

s W

eek

1

Minor Games to Play Block Soccer Run the gauntlet Gold Rush

Qua

lity

Task

s W

eek

2

Minor Games to Play Gold Rush Golden Child Block Soccer

Qua

lity

Task

s W

eek

3

Minor Games to Play Gold Rush Fitness/Number Corners Just Dance Activities

Qua

lity

Task

s W

eek

4

Minor Games to Play Gold Rush Run for your team (see attached lessons) Block Soccer Just Dance

References/Resources Fundamental Motor Skills Manual

Teac

her

Asse

ssm

ent

Children Show: -

Children can: -

Children can:

Personal/Interpersonal - How does each child perform

individually and within team situations during class

Differentiation/Success Criteria: Practise Sessions- Pairing ‘At Level’ students with ‘below level’ students. Advanced: have them hit with a ball coming to them rather than stationary or off a rebound net Groups: Allow a mixture of all levels in each team Success: Celebrate small improvements and correct attempts.

Physical Education Unit Curriculum Plan- Grade 2 Throw

UNIT TITLE: Throw GRADE: One Le

arni

ng

Inte

ntio

ns

Week 1 Children will: Futher develop knowledge in how to throw the object harder and further

Week 2 Children will: Work on throwing the object with a higher degree of accuracy

Week 3 Children will: Use power and accuracy of throwing in a game situation.

Week 4 Children will: Use power and accuracy of throwing in a game situation.

AUSV

ELS

Sub-strand 1: Moving our body- Perform fundamental movement skills in different movement situations

Below Expected Level sending, controlling and receiving objects at different levels and in different ways (AP, FMS)

At Expected Level performing manipulative skills involving handling and controlling objects with equipment and different parts of the body (AP, FMS, RE)

Above Expected Level exploring and practising different techniques

to propel an objects towards a target (AP, FMS)

Look

s lik

e Eyes are focused on ball. Stand side on to the target

At below Expected Level PLUS Throw arm nearly straight behind body

Step towards the target with opposite foot Sequential hip to shoulder rotation

At Expected Level PLUS Throwing arm follows through down and across the body

Qua

lity

Task

s W

eek

1

Distance Throw object over the tennis net. Throw bean bags into the basketball ring. Throw bean bags along a measuring tape. Throw mini javelins.

Throwing rubber chickens into a hoop a 5 metres distance. Throwing object with a SCOOP. Throwing object through handball Target

Qua

lity

Task

s W

eek

2

Accuracy- Throw objects at targets on wall. Throw objects at seated targets. Count the number of blocks knocked over. Throw object through a small gap.

Throw bean bags into hoops Throw bean bag at larger ball to move it Throw small ball at moving target Throw object into soccer goal Throw shuttle cock into bucket

Qua

lity

Task

s W

eek

3

Game- Split the group into two working areas. Group 1- Skittle Ball page 49 FMS Manual Group 2- Knock Down page 54 FMS Manual

Qua

lity

Task

s W

eek

4

Game- Split the group into two working areas Both Groups Long Ball Throw- Page 55 FMS Manual

References/Resources Fundamental Motor Skills Manual

Teac

her

Asse

ssm

ent

Children Show: - Correct Stance - Eyes on Target - Throw arm behind

body nearly straight - Side on stance

Children can: - Throw a ball at a

larger object (bin chair etc) and hit this object.

- Write a score out of 5 throws

Children can: Throw a ball over a longer distance. Have 3 zones set up: Less than 5 metres (below) 5-10 metres (expected) 10 metres + (above)

Personal/Interpersonal - How does each child perform

individually and within team situations during class

Differentiation/Success Criteria: Practise Sessions- Pairing ‘At Level’ students with ‘below level’ students. Advanced: have them hit with a ball coming to them rather than stationary or off a rebound net Groups: Allow a mixture of all levels in each team Success: Celebrate small improvements and correct attempts.

Physical Education Unit Curriculum Plan- Grade 2 Welcome to PE

UNIT TITLE: Throw GRADE: One Le

arni

ng

Inte

ntio

ns

Week 1 Children will: Revise rules and what is expected in PE

Week 2 Children will: Play Team Games that promote group work

Week 3 Children will: Play group games that require an individual focus within

Week 4 Children will: Play a mixture of minor games for group and individual focus

AUSV

ELS

Sub-strand 1: Moving our body- Perform fundamental movement skills in different movement situations

Below Expected Level performing locomotor skills in any direction from one point to another (AP, FMS, RE)

At Expected Level performing locomotor movements to travel in different directions using different body parts (AP, FMS, RE)

Above Expected Level performing activities where locomotor and manipulative skills are combined (AP, FMS, RE)

Look

s lik

e Static in their movement during games. Lacks enthusiasm to engage as part of a team. Unsure of what they should be doing.

Involved moving around the playing field. Engaged and working as team player. Encouraging other team mates.

Shows high levels of understanding of the games. Understandings the rules of the game and uses the rules to help benefit their own action. Encourages all other players

Qua

lity

Task

s W

eek

1

Minor Games to Play Block Soccer Run the gauntlet Gold Rush

Qua

lity

Task

s W

eek

2

Minor Games to Play Gold Rush Golden Child Block Soccer

Qua

lity

Task

s W

eek

3

Minor Games to Play Gold Rush Fitness/Number Corners Just Dance Activities

Qua

lity

Task

s W

eek

4

Minor Games to Play Gold Rush Run for your team (see attached lessons) Block Soccer Just Dance

References/Resources Fundamental Motor Skills Manual

Teac

her

Asse

ssm

ent

Children Show: -

Children can: -

Children can:

Personal/Interpersonal - How does each child perform

individually and within team situations during class

Differentiation/Success Criteria: Practise Sessions- Pairing ‘At Level’ students with ‘below level’ students. Advanced: have them hit with a ball coming to them rather than stationary or off a rebound net Groups: Allow a mixture of all levels in each team Success: Celebrate small improvements and correct attempts.

Physical Education Unit Curriculum Plan- Grade 3 and 4 Athletics

UNIT TITLE: Throw GRADE: One Le

arni

ng

Inte

ntio

ns

Week 1 Children will: Demonstrate a basic understanding of Triple and Long Jump

Week 2 Children will: Demonstrate a knowledge of shot and discuss

Week 3 Children will: Show they understand High Jump and Hurdles events

Week 4 Children will: Develop their understanding of all the sprints in athletics.

AUSV

ELS

Sub-strand 1: Moving our body- Perform fundamental movement skills in different movement situations

Below Expected Level performing locomotor movements to travel in different directions using different body parts (AP, FMS, RE)

At Expected Level performing activities where locomotor and manipulative skills are combined (AP, FMS, RE)

Above Expected Level applying stability and locomotor skills to dodge and feint in different movement situations (GS, RE)

Look

s lik

e Static in their movement during games. Lacks enthusiasm to engage as part of a team. Unsure of what they should be doing.

Involved moving around the playing field. Engaged and working as team player. Encouraging other team mates.

Excellent involved. Great knowledge of the skills required. Good understanding of the events within and what each event expects of them. Able to share coaching with others.

Qua

lity

Task

s W

eek

1

Introduction to Track and Field Long Jump Triple Jump- Please see attachment.

Qua

lity

Task

s W

eek

2

Shot Put Discus

Qua

lity

Task

s W

eek

3

Hurdles High Jumps

Qua

lity

Task

s W

eek

4

100 m Sprints- 200m Sprint

References/Resources Fundamental Motor Skills Manual www.aahperd.org (Hersheys Track and Field Games) http://www.nyrr.org/youth-and-schools/running-start/training-plans www.coacheseducation.com

Teac

her

Asse

ssm

ent

Children Show: A basic understanding of the skills taught. Can use these skills and apply them to the required action

Children can: Demonstrate independence and work by themselves within a group

Children can: Describe what they are required to do at the event in order to be successful. IDOCEO record this one.

Personal/Interpersonal - How does each child perform

individually and within team situations during class

Differentiation/Success Criteria: Practise Sessions- Pairing ‘At Level’ students with ‘below level’ students. Advanced: have them hit with a ball coming to them rather than stationary or off a rebound net Groups: Allow a mixture of all levels in each team Success: Celebrate small improvements and correct attempts.

Physical Education Unit Curriculum Plan- Grade 3 and 4 T20- Blast

UNIT TITLE: Throw GRADE: One Le

arni

ng

Inte

ntio

ns

Week 1 Children will: Demonstrate an understanding of base running.

Week 2 Children will: Demonstrate an understanding of fielding skills

Week 3 Children will: Demonstrate an understanding of batting skills

Week 4 Children will: Tie all the past three weeks together in a game scenario.

AUSV

ELS

Sub-strand 1: Moving our body- Perform fundamental movement skills in different movement situations

Below Expected Level performing a combination of movement skills to demonstrate weight transference in different physical activities (AP, FMS, RE)

At Expected Level applying kicking, striking and throwing skills to propel an object and keep it in motion (GS)

Above Expected Level analysing their own and others’ performance using ICT and implementing feedback on to enhance performance (CA, GS, RE)

Look

s lik

e Involved moving around the playing field. Engaged and working as team player. Encouraging other team mates. Shows below age appropriate throwing, catch and striking skills.

Excellent involved. Great knowledge of the skills required. Good understanding of the events within and what each event expects of them. Able to share coaching with others.

Provide feedback forward and backwards about others performances. Execute a wide range a movement skills with multiple skills within. Use ICT to enhance performance.

Qua

lity

Task

s W

eek

1

T20 Blast Batting Skills – Page 9 Ausport Cricket Manual Driving Cricket Helter Skelter Continuous Cricket

Qua

lity

Task

s W

eek

2

T20 Blast Bowling Skills – Page 11 Ausport Cricket Manual Pairs Bowling Target Bowling 4 Bowler Cricket

Qua

lity

Task

s W

eek

3

T20 Blast Fielding Skills – Page 15 Ausport Cricket Manual Field and Throw Scamble Diamond Cricket

Qua

lity

Task

s W

eek

4

Minute to Win It Rotation Children to break into groups of 5. Groups will rotate through the following activities and keep score on each activity:

1. Wicket Knock Down 2. Classic Catch 3. Rebound Catch 4. Running between Wickets 5. Bowling Attempts

References/Resources Ausport Cricket Manual

Teac

her

Asse

ssm

ent

Children Show: Strike the ball most of the time when delivered by a bowler

Children can: Show an attempt to bowl the ball using the correct bowling action.

Children can: Fielding a ball hit to them and return the ball back to the bowler or wicket keeper at the stumps.

Personal/Interpersonal - How does each child perform

individually and within team situations during class

Differentiation/Success Criteria: Practise Sessions- Pairing ‘At Level’ students with ‘below level’ students. Advanced: have them hit with a ball coming to them rather than stationary or off a rebound net Groups: Allow a mixture of all levels in each team Success: Celebrate small improvements and correct attempts.

Physical Education Unit Curriculum Plan- Grade 5 and 6 Athletics

UNIT TITLE: Throw GRADE: One Le

arni

ng

Inte

ntio

ns

Week 1 Children will: Further develop your understanding of Triple and Long Jump

Week 2 Children will: Effective demonstration of your knowledge of shot and discuss

Week 3 Children will: Consolidate their understanding of High Jump and Hurdles events

Week 4 Children will: Consolidate their understanding of all the sprints in athletics.

AUSV

ELS

Sub-strand 1: Moving our body- Perform fundamental movement skills in different movement situations

Below Expected Level performing activities where locomotor and manipulative skills are combined (AP, FMS, RE)

At Expected Level applying stability and locomotor skills to dodge and feint in different movement situations (GS, RE)

Above Expected Level analysing their own and others’ performance using ICT and implementing feedback on to enhance performance (CA, GS, RE)

Look

s lik

e Involved moving around the playing field. Engaged and working as team player. Encouraging other team mates.

Excellent involved. Great knowledge of the skills required. Good understanding of the events within and what each event expects of them. Able to share coaching with others.

Provide feedback forward and backwards about others performances. Execute a wide range a movement skills with multiple skills within. Use ICT to enhance performance.

Qua

lity

Task

s W

eek

1

Shot Put Discus

Qua

lity

Task

s W

eek

2

Long Jump Triple Jump-

Qua

lity

Task

s W

eek

3

Hurdles High Jumps

Qua

lity

Task

s W

eek

4

100 m Sprints- 200m Sprint

References/Resources Fundamental Motor Skills Manual www.aahperd.org (Hersheys Track and Field Games) http://www.nyrr.org/youth-and-schools/running-start/training-plans www.coacheseducation.com

Teac

her

Asse

ssm

ent

Children Show: Demonstrate independence and work by themselves within a group

Children can: Describe what they are required to do at the event in order to be successful. IDOCEO record this one.

Children can: Give use self-assessment and peer assessment to help understand where improvements are required via Google Forms.

Personal/Interpersonal - How does each child perform

individually and within team situations during class

Differentiation/Success Criteria: Practise Sessions- Pairing ‘At Level’ students with ‘below level’ students. Advanced: have them hit with a ball coming to them rather than stationary or off a rebound net Groups: Allow a mixture of all levels in each team Success: Celebrate small improvements and correct attempts.

Physical Education Unit Curriculum Plan- Grade 5 and 6 T-Ball

UNIT TITLE: Throw GRADE: One Le

arni

ng

Inte

ntio

ns

Week 1 Children will: Demonstrate an understanding of base running.

Week 2 Children will: Demonstrate an understanding of fielding skills

Week 3 Children will: Demonstrate an understanding of batting skills

Week 4 Children will: Tie all the past three weeks together in a game scenario.

AUSV

ELS

Sub-strand 1: Moving our body- Perform fundamental movement skills in different movement situations

Below Expected Level performing a combination of movement skills to demonstrate weight transference in different physical activities (AP, FMS, RE)

At Expected Level applying kicking, striking and throwing skills to propel an object and keep it in motion (GS)

Above Expected Level analysing their own and others’ performance using ICT and implementing feedback on to enhance performance (CA, GS, RE)

Look

s lik

e Involved moving around the playing field. Engaged and working as team player. Encouraging other team mates. Shows below age appropriate throwing, catch and striking skills.

Excellent involved. Great knowledge of the skills required. Good understanding of the events within and what each event expects of them. Able to share coaching with others.

Provide feedback forward and backwards about others performances. Execute a wide range a movement skills with multiple skills within. Use ICT to enhance performance.

Qua

lity

Task

s W

eek

1

Aussie Tball- Lesson 4 Base Running- See attached pack

Qua

lity

Task

s W

eek

2

Aussie Tball- Lesson 5 Hitting- See Attached pack

Qua

lity

Task

s W

eek

3

Aussie T-Ball- Lesson 6 Fielding- See Attached Pack

Qua

lity

Task

s W

eek

4

Aussie T-Ball- Lesson 7 Game- See Attached Pack

References/Resources Ausport Tball Manual

Teac

her

Asse

ssm

ent

Children Show: They can run the bases in correct order, touching the base as they pass it.

Children can: Field a ball with their glove as it comes to them. They should be trying to use just their glove.

Children can: Strike a ball off a t-ball into space in order to reach a base.

Personal/Interpersonal - How does each child perform

individually and within team situations during class

Differentiation/Success Criteria: Practise Sessions- Pairing ‘At Level’ students with ‘below level’ students. Advanced: have them hit with a ball coming to them rather than stationary or off a rebound net Groups: Allow a mixture of all levels in each team Success: Celebrate small improvements and correct attempts.