Global Games Unity

Unit

How I Move My Body (Lesson 7 of 9)

Duration

60 minutes

Student Cohort

Year 4, 30 students
Primary Catholic school setting aligned with NSW Curriculum and Lismore Diocese requirements

Curriculum Alignment

NSW Physical Education Syllabus (PDHPE) — Stage 2 (Year 3 & 4)

Content Descriptions:

PE3-7: Demonstrate fundamental movement skills and apply movement concepts and strategies to complete movement sequences and respond in different situations.
PE3-10: Participate in physical activities designed to enhance personal and community health, safety, and wellbeing.
PE3-12: Identify and demonstrate behaviours that promote inclusivity and respect in movement contexts.
PE4-7: Apply fundamental movement skills and movement concepts in a variety of games and physical activities.
PE4-10: Demonstrate fair play and inclusivity when participating in group and team activities.
PE4-12: Investigate and participate in games from diverse cultures to explore how movement promotes inclusivity and community spirit.

Focus:

Engagement in culturally diverse physical games
Developing respect and inclusiveness
Understanding physical activity’s role in community and cooperation

Learning Objectives

At the end of this lesson, students will be able to:

Identify at least three games played in different countries around the world.
Demonstrate fundamental movement skills through participation in selected global games.
Explain how these games foster inclusivity, cooperation, and community spirit.
Practice respectful and fair play during activities, demonstrating positive social behaviours.
Reflect on the experience of engaging with games from other cultures.

Success Criteria

Students name and describe at least three international games during discussions.
Students actively participate physically and socially in the selected games.
Students use inclusive language and behaviours demonstrating teamwork.
Students express an understanding of how the games connect people and cultures.
Students show respect for rules, others' abilities, and cultural differences.

Resources

Visual cards/posters of global games (e.g., Sepak Takraw, Kabaddi, Bocce, Boules, Maori Poi game, Indigenous Australian games)
Soft balls, cones, ropes, hula hoops (equipment for adapted games)
Open play space (school oval or hall)
Inclusive participation charts for self and peer assessment

Lesson Outline and Timings

Time	Activity	Details	Differentiation
0–5 min	Introduction & Warm-up Discussion

Welcome and brief explanation of lesson objectives.
“What games do you know that people play in other countries?” brainstorm session.
Show visual cards/posters of 4-5 games from diverse cultures and briefly describe each. | Oral discussion, visual aids support EAL and lower literacy learners. | | 5–15 min | Warm-up Physical Activity |
Inclusive, low-impact group warm-up: “Global Movement Circle” (e.g., dancing traditional steps or clapping rhythms from different cultures).
Focus on whole-body movement and fun interaction. | Movement modifications available for students with mobility or health needs; roles such as rhythm leader or helper included for non-active learners. | | 15–40 min | Main Activity: Global Games Stations |
Divide class into five groups; rotate through 3 stations (12 min each):
1. Sepak Takraw-inspired game: Simple kicking and volleying of a lightweight ball over a rope/net – cooperative teams.
2. Bocce/Petanque style game: Aim and throw balls to score points.
3. Kabaddi-inspired tag game: Chase and tag one player while chanting, encourage teamwork and strategy.
Each station includes simplified rules highlighting cooperation and teamwork.
Teacher and aides circulate to scaffold and encourage inclusion. | Provide peer buddies, visual step cards, simplified rules for diverse learners. Allow alternate roles (scorekeeper, timekeeper) for students who prefer non-active participation. | | 40–50 min | Group Reflection & Discussion |
Sit in a circle; discuss what they enjoyed, challenges faced, and how these games encourage community spirit.
Teacher asks: “How do these games help bring people together?”
Highlight inclusivity, teamwork, respect for others, and cultural appreciation. | Use sentence starters and graphic organisers for students needing language support. | | 50–60 min | Cool Down & Plenary |
Gentle stretches and breathing exercises.
Summarise key learning points about global games and inclusivity.
Success criteria review: Self-assess and share one thing they learned or enjoyed.
Homework extension: Bring or talk about a game their family plays that connects them to culture or community. | Visual charts to help self-assessment. Extended reflections for advanced learners. |

Differentiation Strategies

For Diverse Physical Abilities:
Adapt game roles (e.g., referee, scorekeeper, cheerleader). Provide equipment modifications (lighter balls, closer distance). Use buddy systems.
For English Language Learners & Varied Literacy:
Use visuals, gestures, and demonstrations. Provide key words with pictures. Support group discussions with sentence frames.
For Advanced Learners:
Challenge with leadership roles, e.g., explaining rules to peers. Encourage strategic thinking in games. Extension task: Research and present a game from another culture.
For Students Needing Focus Support:
Use clear, concise instructions. Provide frequent breaks and positive reinforcement. Allow movement breaks as needed.

Assessment for Learning

Observational: Monitor participation, teamwork, and use of inclusive language during activities.
Formative: Peer and self-assessment using participation charts.
Oral Feedback: During reflection time, elicit student understanding of inclusivity and community spirit.
Teacher Notes: Document examples of respectful behaviour and engagement.

Extension Activity (Optional Homework)

Students interview a family member or friend about a game or physical activity from their culture or family background. They can present findings visually or orally in the next lesson.

This lesson plan creatively engages students with global games, promoting physical skills, cultural understanding, inclusiveness, and community spirit—fully aligned with NSW PDHPE Year 4 syllabus and the ethos of a Catholic primary school in the Lismore Diocese.

Reference

This lesson uses specific learning objectives and standards from the NSW PDHPE syllabus for Stage 2 (Years 3 and 4) behavior, movement skills, inclusivity, and community focus as outlined explicitly in documents covering Health and Physical Education Achievement Standards for Years 3 and 4 .

Teaching Instructions