Movement Mastery

Year Level

Year 6

Duration

50 minutes

Class Size

10 students

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Curriculum Alignment

This lesson aligns with the Australian Curriculum (v9) for Health and Physical Education, specifically:

Strand: Movement and Physical Activity
Substrand: Moving our body
Content Descriptor:

• ACPMP056 - Plan and perform specialised movement skills in a variety of physical activities and environments.
• ACPMP058 - Use feedback and identify adjustments needed when performing movement skills to achieve a desired outcome.
• ACPMP059 - Develop and apply movement concepts and strategies in different physical activities to achieve a movement outcome.
• ACPPS071 - Participate in a range of physical activities with a sense of enjoyment, achievement and fair play.

General Capabilities addressed:

• Personal and Social Capability (managing self, social awareness)
• Critical and Creative Thinking
• Ethical Understanding (fair play, teamwork)

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Learning Objectives

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

1. Demonstrate controlled and coordinated specialised movement skills, focusing on balance, agility, and spatial awareness.
2. Work cooperatively with peers to participate safely in physical activities that require strategy and teamwork.
3. Reflect on their own and peers' movement performances and suggest constructive feedback for improvement.

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Materials and Equipment

• Cones (10)
• Soft foam balls (5)
• Bean bags (10)
• Stopwatch or timer
• Whistle
• Whiteboard or clipboards for observation notes (for student teachers/helpers/observers)
• Name badges for student teachers/helpers/observers

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Lesson Overview

Time	Activity	Description	Role of Student Teachers	Curriculum Links
0-5 min	Introduction and Warm-up	Welcome, safety briefing, outline of activities. Dynamic warm-up games focusing on mobility and coordination.	Teacher leads briefing and warm-up; Helper assists students; Observer notes student engagement and warm-up effectiveness.	ACPPS071
5-20 min	Skill Development Stations	Three stations:

1. Balance and coordination (e.g., balance beam walk, single-leg stands)
2. Agility drills (e.g., shuttle runs, side-stepping)
3. Throwing and catching foam balls | Teacher explains each station and rotates students every 5 minutes. Helper assists and ensures safety. Observer records feedback on participation and skill execution. | ACPMP056, ACPMP058 | | 20-40 min | Modified Team Game: “Spatial Ball Relay” | Teams of 5 compete in a relay incorporating learned skills (balance, agility, catching). Emphasise teamwork, fair play, and strategy in positioning and ball movement. | Teacher manages game and enforces rules, promotes sportsmanship. Helper supports coaching and conflict resolution. Observer notes cooperation and strategy use. | ACPMP059, ACPPS071 | | 40-45 min | Cool-down and Stretching | Guided group stretching focusing on muscle groups used, relaxation techniques. | Teacher leads cooldown; Helper assists students needing support; Observer provides feedback on cooldown participation. | ACPPS071 | | 45-50 min | Reflection and Feedback | Group discussion reflecting on performance, what was learnt, strategies for improvement. Student teachers provide and receive peer feedback. | Teacher facilitates reflection; Helper supports students expressing feedback; Observer records insights and suggestions. | ACPMP058 |

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Detailed Lesson Activities

1. Introduction and Warm-up (0-5 minutes)

• Greet students; provide name badges to student teachers/helpers.
• Emphasise safety and respectful behaviour (“shared responsibility”).
• Warm-up activity: “Movement Freeze” — Students move freely; when the whistle blows, they freeze in a balanced pose. This develops body awareness, balance, and focus.
• Briefly discuss importance of warm-up for injury prevention and performance.

2. Skill Development Stations (5-20 minutes)

Rotate students through three stations (5 minutes each):

• Station 1: Balance and Coordination
  Activities:
  • Walking heel-to-toe on a line marked by cones
  • Balancing on one leg with eyes closed (with safety spot)
• Station 2: Agility Drills
  Activities:
  • Shuttle runs between cones
  • Side stepping and quick changes of direction
• Station 3: Throwing and Catching
  Activities:
  • Partner throwing and catching soft foam balls
  • Bean bag toss at a target

Encourage students to self-assess and adjust technique based on feedback.

3. Modified Team Game: “Spatial Ball Relay” (20-40 minutes)

• Divide the class into two teams of five.
• The objective is to complete a relay race in which each team member must:
  • Balance while waiting for the ball
  • Sprint with agility around cones
  • Pass the ball successfully to the next player using catching and throwing skills
• Build in spatial challenges such as avoiding “taggers” (helpers or teachers lightly tagging players to encourage strategic movement).
• Emphasise communication and fair play.

4. Cool-down and Stretching (40-45 minutes)

• Lead static stretches for major muscle groups (hamstrings, quadriceps, calves, shoulders).
• Incorporate deep breathing for relaxation.
• Discuss importance of cool-down in recovery and ongoing physical health.

5. Reflection and Feedback (45-50 minutes)

• Circle discussion: What skills improved?
• How did teamwork and strategies help?
• What could be adjusted next time?
• Observer and helpers provide constructive feedback to the teacher and students.
• Teacher summarises key points linking to learning objectives.

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Assessment and Observation

• Formative Assessment:
  Observation of students’ participation, skill execution, and teamwork at stations and during the game by teacher and helpers.
• Peer and Self-Assessment:
  Students share reflections on their own and peers’ performances during the feedback session.
• Observer Feedback:
  Observer provides specific feedback on individual student engagement and group dynamics, plus reflections on management techniques demonstrated by the teacher.

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Considerations for Diverse Learners

• Provide modified tasks at stations, e.g., larger targets or slower-paced activities for students needing support.
• Encourage cooperative learning and peer assistance during team activities.
• Use clear, concise instructions supported by demonstrations and visual cues.
• Allow flexible participation roles to accommodate varying physical abilities.

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Professional Expectations Reminder for Student Teachers

• Arrive on time, dressed professionally with name badges and activewear.
• Bring and provide proof of RAN + DCSI clearances to tutor.
• Organise pre-lesson equipment borrowing through university forms.
• Sign in and out at the school appropriately.
• Engage fully in assigned roles (teacher/helper/observer) and maintain shared responsibility.

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This detailed, curriculum-aligned PE session aims not only to develop students’ physical skills but also fosters social interaction, strategic thinking, and self-reflection, creating a holistic and engaging movement experience tailored for Year 6 students in Australia.