HPE
HPE MOVEMENT AND PHYSICAL ACTIVITY (CRICKET) YEAR 4
Students will apply strategies for working cooperatively and apply rules fairly. They will demonstrate refined
striking/fielding/bowling skills and concepts in active play and games. They will apply skills, concepts and
strategies to solve movement challenges in striking/fielding games (T20 Blast competition).
Unit Duration: 5 Weeks
Term 4 2015
WE BELIEVE THAT FOR PLANNING TO BE ADEQUATE IN A SUBJECT AREA and REFLECT
THE PRINCIPLES OF VISIBLE LEARNING THE FOLLOWING SHOULD BE VERY CLEAR:
1. Which part of the STANDARD the planning is related to:
2. WHAT your learning intentions are? (What do I want the students to learn?) – Know and Do
3. What is your basic learning and teaching sequence? (What learning opportunities are you going to provide?)
4. What is the Success Criteria (How will I know that the students have learn. How will this be demonstrated
(Assessment)
(And an extension goal would be how you are going to plan for feedback along the way)
Suggested Planning Process
Standard  Content/Elaborations  Brainstorm Activities Assessment Teaching and learning sequence
Content descriptions
Health and Physical Education
Band level description – Years 3 and 4
The Year 3 and 4 curriculum further develops students’ knowledge, understanding and skills in relation to their health,
wellbeing, safety and participation in physical activity. In these years, students begin to explore personal and social factors
that support and contribute to their identities and emotional responses in varying situations. They also develop a further
understanding of how their bodies grow and change as they get older.
The content explores knowledge, understanding and skills that supports students to build and maintain respectful
relationships, make health-enhancing and safe decisions, and interpret health messages from different sources to take
action to enhance their own health and wellbeing.
The curriculum in Year 3 and 4 builds on previous learning in movement to help students develop greater proficiency
across the range of fundamental movement skills. Students combine movements to create more complicated movement
patterns and sequences. Through participation in a variety of physical activities, students further develop their knowledge
about movement and how the body moves. They do this as they explore the features of activities that meet their needs and
interests and learn about the benefits of regular physical activity.
The Year 3 and 4 curriculum also provides opportunities for students to develop through movement personal and social
skills such as leadership, communication, collaboration, problem-solving, persistence and decision making.
The focus areas to be addressed in Year 3 and 4 include, but are not limited to:
 alcohol and other drugs (AD)
 food and nutrition (FN)
 health benefits of physical activity (HBPA)
 mental health and wellbeing (MH)
 relationships and sexuality (RS)
 safety (S)
 active play and minor games (AP)
 challenge and adventure activities (CA)
 fundamental movement skills (FMS)
 games and sports (GS)
 lifelong physical activities (LLPA)
 rhythmic and expressive movement activities (RE).
Personal, social and
community health
Movement and physical activity
Being healthy, safe and active
Moving our body
1. Examine how success, challenge and
failure strengthen personal identities
(ACPPS033)
2. Explore strategies to manage physical,
social and emotional change (ACPPS034)
3. Describe and apply strategies that can be
used in situations that make them feel
uncomfortable or unsafe (ACPPS035)
4. Identify and practise strategies to promote
health, safety and wellbeing (ACPPS036)
Communicating and interacting for health
and wellbeing
1. Describe how respect, empathy and
valuing difference can positively influence
relationships (ACPPS037)
2. Investigate how emotional responses vary
in depth and strength (ACPPS038)
3. Discuss and interpret health information
and messages in the media and on the
Internet (ACPPS039)
Contributing to healthy and active
communities
Years 3 and 4 Achievement standard
1. Describe strategies to make the
classroom and playground healthy, safe
and active spaces (ACPPS040)
By the end of Year 4, students recognise strategies for managing change. They examine influences that
strengthen identities. They investigate how emotional responses vary and understand how to interact positively
with others in different situations. Students interpret health messages and discuss the influences on healthy and
safe choices. They understand the benefits of being fit and physically active. They describe the connections they
have to their community and identify resources available locally to support their health, safety and physical
activity.
2. Participate in outdoor games and activities
to examine how participation promotes a
connection between the community,
natural and built environments, and health
and wellbeing (ACPPS041)
Students apply strategies for working cooperatively and apply rules fairly. They use decision-making and
problem-solving skills to select and demonstrate strategies that help them stay safe, healthy and active. They
refine fundamental movement skills and movement concepts and strategies in different physical activities and to
solve movement challenges. They create and perform movement sequences using fundamental movement skills
and the elements of movement.
3. Research own heritage and cultural
identities, and explore strategies to
respect and value diversity (ACPPS042)
1. Practise and refine fundamental
movement skills in different movement
situations (ACPMP043)
2. Perform movement sequences which link
fundamental movement skills
(ACPMP044)
3. Practise and apply movement concepts
and strategies (ACPMP045)
Understanding movement
1. Examine the benefits of physical activity
and physical fitness to health and
wellbeing (ACPMP046)
2. Combine the elements of effort, space,
time, objects and people when performing
movement sequences (ACPMP047)
Learning through movement
1. Adopt inclusive practices when
participating in physical activities
(ACPMP048)
2. Apply innovative and creative thinking in
solving movement challenges
(ACPMP049)
3. Apply basic rules and scoring systems,
and demonstrate fair play when
participating (ACPMP050)
TERM 4 WEEKLY PLAN GRADE 4
WEEK 1
Cricket (Throwing skills)



WEEK 2
Cricket



WEEK 3
Cricket



WEEK 4
Cricket



WEEK 5
(ACPMP048)
(ACPMP043)
(ACPMP045) (ACPMP047) (ACPMP050)
(Bowling skills)
Warm up and transition activity (Birth date only line up)
Ball Lob
Gate Bowling
(ACPMP048)
(ACPMP043)
(ACPMP045) (ACPMP047) (ACPMP050)
(Batting skills)
Warm up and transition activity (Birth date and month line up)
Weary cricket (Place hitting)
Beat the ball (Hitting off the bounce)
(ACPMP048)
(ACPMP043)
(ACPMP045) (ACPMP047) (ACPMP050)
T20 competition
(ACPMP043)
(ACPMP045) (ACPMP047) (ACPMP050)
Evasion games
Evasion games
Touch Football

WEEK 9
Warm up and transition activity (Birthday month line up)
Catching sixers
Fielding soccer
Touch Football

WEEK 8
(Catching skills)
Touch Football

WEEK 7
(ACPMP048)
(ACPMP043)
(ACPMP045) (ACPMP047)
Cricket

WEEK 6
Warm up and transition activity (surname group line up)
Pairs/teams over arm and under arm throwing challenges for accuracy ( 1 ball per pair, 1 set of stumps, markers )
Teams rotational fielding challenge (2 balls per team 1 set of stumps, markers)
Curriculum link
Evasion games
Touch Football

Competition
PERFORMANCE (Achievement) AND PRACTICAL APPLICATION (Effort)
Achievement
Standard - Students
will be able to:
Content Descriptors/Tasks Students need to:
Above standard looks like:
At Standard looks like:
Below standard looks like:
Applies strategies for working
Applies strategies for working
cooperatively and applies rules fairly.
Participates in physical activities.
cooperatively and applies rules fairly
to influence inclusivity.
Apply strategies
for working
cooperatively and
apply rules fairly
 Apply strategies for working
cooperatively and apply rules fairly
in physical activity contexts
specific to cricket which includes
drills, active play/minor games and
modified games.
Working Cooperatively/Inclusively

Influences/encourages others to
be involved

Explains and/or directs activities
appropriately
Working Cooperatively/Inclusively
Working Cooperatively/Inclusively

Follows instructions

Spasmodically follows rules

Shares equipment/ takes turn

Intermittently shares

Speaks respectfully
Listens
Helps set and pack up gear

Uses verbal praise

Adjusts pace and placement of

throws and hits to support

participation of others

Applying Rules
Applying Rules
Influences/ encourages others to


follow rules, and/or

Applies set rules fairly
Accepts decisions
equipment/takes turn

Sometimes speaks respectfully

Listens at times

Occasionally helps set and pack up
gear
Applying Rules


Sometimes applies set rules fairly
Occasionally accepts decisions
Modifies set rules to support the
participation or skill development
of others
Achievement
Standard – Students
will be able to:
Content Descriptors/Tasks –
Above standard looks like:
At Standard looks like:
Below standard looks like:
Students need to:
Performs striking/fielding skills and
Refines fundamental movement skills
and movement concepts in different
physical activities (Demonstrates
refined striking/fielding skills and
concepts in active play and minor
games).
Placement hitting
Demonstrates components of
striking/fielding skills.
concepts with accuracy, control and
fluency.
Refine
fundamental
movement
 Refine object control skills and
movement concepts in cricket
specific active play and minor games
Placement hitting

skills and
movement
concepts

Positions ‘ready’ with a firm two-

Positions ‘ready’, and swings to hit
Placement hitting

Demonstrates components of
handed grip on the bat, stable side-
and direct deliveries of slow to
hitting/striking skills by hitting
on stance and eyes on the delivery
moderate pace or stationary balls
stationary balls or striking a thrown
Swings, including follows through,
towards targets
underarm ball
with fluency and control and to
in different
accurately place hit to targets,
physical activities
balls of various trajectory and
speed.
Fielding

Positions ‘ready’ with knees bent,
Fielding

Catches and or secures (in one or
Fielding

Demonstrates components of
facing delivery, eyes focused on
the ball
 Moves quickly and in anticipation to
the ball
 Confidently catches or secures
with control (in either or both
hands) balls of various trajectory,
speed and distance.
Throwing
Achievement
Standard – Students
will be able to:
Solve movement
challenges
both hands) balls of slow to
moderate pace that roll, bounce or
fly directly in front or nearby.
Throwing
Throwing

Positions and moves body segments
appropriately to throw underarm
and overarm to achieve distance
and accuracy
Overarm action
 Holds ball in appropriate grip,
cocked wrist, out from head
 Opposite arm aims to target using
elbow for reference point
 Transfers weight from back to
front foot
 Rotates hips, trunk, shoulders
 Elbow leads the wrist and hand
 Throwing hand follows through
fluently across opposite leg
Underarm action
 Stands, throwing arm straight
back, ball held in fingers with wrist
cocked
 Steps with opposite foot as
straight throwing arm starts to
swing forward
 Ball is released as wrist passes side
of leg and flicks fingers forward to
follow through in the direction of
the target
 Ball is delivered at an appropriate
height and force

Content Descriptors/Tasks –
Above standard looks like:
At Standard looks like:
Below standard looks like:
Students need to:
Selects and adjusts skills, concepts
Solves movement challenges (Applies
skills, concepts and strategies to solve
movement challenges in
striking/fielding games).
Fielding Challenge
Uses striking/fielding skills in movement
challenges.
and strategies to enhance outcomes.

Perform refined strategies, object
control skills, movement concepts in
movement challenges specific to
cricket specific striking/fielding
Fielding Challenge

Reads’/anticipates the path of the
ball and moves to an appropriate
position to prevent its advance and
to secure it with control


Positions and moves body segments
to throw underarm and overarm at
targets enhancing throwing
accuracy and distance by using
some components of fundamental
throwing skills.
fielding skills by tracking and
stopping balls with hands and body
Moves into a position to secure the
ball when it is nearby
Throws with adequate force to an
appropriate target to prevent the
 Demonstrates components of fielding
skills in an effort to further develop
overarm and underarm throwing at a
target
Fielding Challenge

Picks up and throws the ball
games.

Selects throwing skill/technique/s
(underarm/overarm) appropriate to
their relationship to other
players/targets in the field of play
and modifies technique and power
to limit the time to play the ball to
the target.
Batting Challenge






Consistently hits a moving ball with
control into a space creating time
for self or others to safely run
Adopts an appropriate ready stance
‘Reads’ and anticipates the path of
the ball, steps either forward or
back to meet the ball and
purposefully modifies the
positioning of body segments and
the bat to enable deliberate place
hitting of the ball into an open
space/gap
Holds bat with hands together and
uses a long backswing and follow
through to hit the ball accurately
to far spaces and or shortens the
swing to direct the ball to
spaces/gaps
Contacts the ball with head over
the ball
Runs quickly to score at
appropriate times
opponents scoring more runs
Batting Challenge



Consistently hits a stationary ball
and sometimes a moving ball using
some components of fundamental
batting skills.
Runs quickly to score a run
Performs components of hitting and
running to score
Learning Intention
Lesson Development
Success Criteria/Assessment
Feedback Opportunities
Moving our body
Explicit teaching (I do ,we do, you do)
Standards judged using criteria:
Positive
reinforcement/reward
(ACPMP043) (ACPMP045)
Understanding Movement
(ACPMP047)
Learning through movement
(ACPMP048) (ACPMP050)





Show/demonstrate/introduce the skill/activity
Allow students opportunity to practice and observe performance
Provide prompts to instruct students in regard to refining skill
Provide verbal feedback and reward achievement
Reflect on learning
The achievement (A, B, C, D, E) effort (C, G, S, R) is
based on Formative and Summative assessment of
students
Recall/reflect/evaluate
learning at the beginning
and end of lessons
Formative and summative
assessment
Observation record:
Class: Senior Blue
PERFORMANCE (Achievement) AND PRACTICAL APPLICATION (Effort)
Part A:
Performs specialised Cricket skills
Fielding
Achievement
(A,B,C,D,E)
and
Effort
(C,G,S,R)
STUDENTS NAME
Health and Physical Education — Year 6 Cricket Program
A
E
Batting
Achievement
(A,B,C,D,E)
and
Effort
(C,G,S,R)
A
E
Part B:
Combines movement concepts and strategies to achieve movement outcomes and solve movement challenges
Part C:
Applies strategies to work
Overall collaboratively, play fairly and
Mark encourage inclusiveness
Uses controlled, accurate and timed movement skills
(active listening, rule application
with strategies/movement concepts to create/limit
and G.A.M.E approach).
offensive/defensive opportunity.
Bowling
Achievement
(A,B,C,D,E)
and
Effort
(C,G,S,R)
A
E
Overall
Mark Consistently uses cricket specific striking and fielding
skills In movement challenges.
Achievement
(A,B,C,D,E)
Effort
(C,,G,S,R)
Achieves movement outcomes
using relationship of space, effort
and time with offensive/defensive
strategies.
Achievement
(A,B,C,D,E)
Effort
(C,,G,S,R)
Achievement
(A,B,C,D,E)
Effort
(C,,G,S,R)
Achievement
(A,B,C,D,E)
Effort
(C,,G,S,R)