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Overview

In this 6th of 10 lessons, students practise object control with partners using rolling and throwing. They focus on turn-taking, watching a peer’s action, and responding safely to simple partner cues.

Learning intentions

WALT: Students will roll and throw an object with a partner using cooperative turn-taking and safe body control.

Success criteria

• I can roll/throw to my partner in an easy, controlled way (underarm, gentle force).
• I can wait my turn and take turns with my partner.
• I can watch my partner’s action and respond to the ball/roll safely.
• I can use kind, clear partner words: “Tu turno / Mi turno” (your turn / my turn).

Curriculum links

• Personal, Social and Community Health – Health Education (Interacting with others): students engage in peer interactions through short, structured, turn-taking activities with support.
• Personal, Social and Community Health – Health Education (Interacting with others): students attend to a peer’s actions during activities and respond to prompts like “Your turn”.
• Personal, Social and Community Health – Health Education (Interacting with others): students participate in frequent peer interactions for increasing periods through structured cooperative play.

Lesson structure (50 minutes)

1. 0–6 min · Retrieval warm-up (Partner roll echo). Teacher sets up two lines facing a partner and demonstrates “roll, stop, turn” with a beanbag/soft ball. Students roll to their partner and echo the same simple action back (teacher calls “Tu turno / Mi turno”).

2. 6–10 min · Goals & safety (WALT / I can). Teacher states WALT and shows the “safe rules”: feet still to throw/roll, look at the target, hands to self when not throwing, and respect partner space. Students repeat the 3 “I can” goals using gestures.

3. 10–20 min · I Do (Modelling: two partner skills). Teacher demonstrates:

• Rolling: “Aim at partner’s hands, gentle push, release, stop.”
• Throwing: “Underarm throw, step with opposite foot, follow-through, look.” Teacher models partner talk: “Tu turno” (partner’s turn) and “Gracias” (thank you). Students practise in slow-motion with teacher cues.

4. 20–31 min · We Do (Guided stations: Roll & Catch/Stop). Teacher sets 2–3 small stations with partners. Students perform 3–4 turns each while teacher checks:

• Are they rolling/throwing in a controlled way?
• Are they taking turns and waiting?
• Are they watching the peer’s action? Teacher prompts: “What did you notice? What will you do for your turn?” (simple responses like pointing or repeating cue phrases are accepted).

5. 31–44 min · You Do (Game-based cooperative challenge). Game: Partner Target Travel Partners stand 2–4 metres apart behind taped lines. Using a soft ball/beanbag, Student A rolls, then Student B throws back (or both roll—choose based on class readiness). Target areas (coloured hoops/cones) guide “controlled success.”

• Score is “team points” for reaching the target without unsafe chasing.
• Students must say “Tu turno / Mi turno” before passing/throwing. Teacher roams with quick reteach moments: “Gentle push… stop… wait.”

6. 44–49 min · Consolidation (Quick reflection + targeted reteach). Teacher gathers students and asks two prompts: “How did you make your roll/throw easier for your partner?” and “What do we do when it’s not our turn?” Students respond with gestures or one-word answers; teacher reteaches the cue that most students need.

7. 49–50 min · Show Me What You Know (1-minute partner demonstration). Each pair performs one controlled roll/throw on teacher signal while classmates observe one success criterion: “watch and take turns.” Teacher gives immediate praise linked to “I can” statements.

Resources

• Soft balls (size suitable for Prep), beanbags (2–3 per pair)
• Coloured hoops/cones for target zones
• Tape/markers for start lines and partner distance
• Stop-and-wait visual cards (optional, large picture cues)
• Wrist/ankle markers or spot tiles (optional to keep safe distance)
• Whistle/timer
• Simple cue cards: “Tu turno / Mi turno / Gracias”

Assessment

• Formative observation checklist during stations and the You Do game: controlled roll/throw, turn-taking, watching peer actions.
• Teacher questioning during We Do: “What cue helped you?” and “What is safe waiting behaviour?”
• Success criterion evidence in Show Me What You Know: one completed partner action meeting control + safety.

Differentiation

• Support: allow underarm throw replaced with rolling; reduce partner distance; offer a “target within 1 metre” option; provide sentence starter/gesture prompts (“Tu turno” with pointing).
• Support for turn-taking: teacher uses a countdown/whistle to signal turns and positions spot tiles for waiting.
• Modified equipment: larger, lighter soft balls; beanbag instead of ball for easier control.
• Extension (for advanced learners): increase distance by 1 metre, add a second target (roll through one hoop then throw to another), or require a “gentle high bounce” throw only if safe and controlled.

Behaviour and safety expectations (used throughout)

• One partner throws/rolls at a time; others wait behind the line with hands to self.
• Look at the target/partner; no running after objects—retrieve when the whistle says it’s retrieval time.
• Safe spacing: keep feet inside the marked area; never throw above shoulder height.